Post on 15-May-2018
Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
EDUC 171
Human Growth and Development
Crecimiento y Desarrollo Del Ser Humano
© Sistema Universitario Ana G. Méndez, 2008
Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved
EDUC 171 Human Growth and Development 2
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ........................................ .............................................................................. 3
Study Guide ....................................... .......................................................................... 12
Workshop One ...................................... ....................................................................... 20
Taller Dos ........................................ ............................................................................. 23
Workshop Three .................................... ...................................................................... 26
Taller Cuatro ..................................... ........................................................................... 29
Workshop Five/Taller Cinco ........................ ............................................................... 32
Anejo A/Appendix A ............................... .................................................................... 36
Anejo B/Appendix B ................................ .................................................................... 37
Anejo C/Appendix C ................................ .................................................................... 38
Anejo D/Appendix D ................................ .................................................................... 39
Anejo E/Appendix E ................................ .................................................................... 40
Anejo F/Appendix F ................................ ..................................................................... 41
Anejo G/Appendix G ............................... ................................................................... 42
Anejo H/Appendix H ............................... .................................................................... 43
Anejo I/Appendix I ................................ ....................................................................... 45
Anejo J/Appendix J ................................ ..................................................................... 46
Anejo K/Appendix K ................................ .................................................................... 47
Anejo L/Appendix L ................................ ..................................................................... 49
Anejo M/Appendix M ................................ ................................................................... 50
Anejo N/Appendix N ................................ .................................................................... 51
Anejo O/Appendix O ................................ ................................................................... 52
Anejo P/Appendix P ................................ .................................................................... 54
Anejo Q/Appendix Q ................................ ................................................................... 55
Anejo R/Appendix R ................................ .................................................................... 56
EDUC 171 Human Growth and Development 3
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
PRONTUARIO
Título del Curso: Crecimiento y desarrollo del ser humano
Codificación: EDUC 171
Duración: 5 semanas
Prerrequisito: Ninguno
Descripción
El curso es un análisis basado en los estudios de psicología educativa, de los
procesos de crecimiento y desarrollo humano. Se estudian los cambios que
ocurren en el ser humano desde el momento de la concepción y a lo largo de las
etapas de desarrollo. Se incluye el estudio del desarrollo físico, motor, sensorial,
del lenguaje, psico-social, emocional, moral, creatividad, pensamiento crítico y
solución de problemas.
Se estudian los cambios psicológicos que ocurren como resultado del desarrollo
de las diferentes etapas, los factores hereditarios y ambientales que motivan la
conducta del ser humano.
Objetivos Generales
1. El futuro maestro estará capacitado para conocer y entender el crecimiento y
desarrollo del ser humano.
2. Definir la terminología utilizada durante el estudio del crecimiento y desarrollo
humano.
3. Explicar y formular el papel de la psicología en la educación y establecer las
aplicaciones de las mismas a la educación.
4. Explicar y formular las aportaciones a la psicología de personas, grupos y
escuelas a lo largo de la historia de la humanidad.
5. Ubicar, clasificar y explicar las etapas de la historia de la niñez.
6. Examinar y aplicar las características principales mas conocidas.
7. Revisar y explicar las etapas propuestas por los diferentes teóricos del
desarrollo psico-social.
8. Explicar los aspectos relacionados al desarrollo físico, motor, sensorial,
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sexual, moral y del lenguaje del ser humano.
9. Distinguir y relacionar las principales etapas del desarrollo humano (pre-natal,
infancia, niñez, adolescencia, adultez y vejez) con las practicas educativas.
Evaluación
Criterios Evaluación Puntuación Porciento
Criterio Puntuación Por ciento
Participación en clase 100 16
Presentación oral 100 16
Presentación escrita 20 4
Análisis de película 80 13
Estudio de caso 100 16
Diarios 75 14
Entrevista 30 5
Portafolio 100 16
Total 605 100
Descripción de la evaluación
Participación en clase (100 puntos)(Talleres 1-2-3-4-5)
• Demostrar responsabilidad por su proceso de aprendizaje
• Traer materiales asignados
• Participar en los procesos de discusión y actividades de grupo
• Entregar los trabajos a tiempo
• Demostrar calidad en los trabajos presentados (letra legible, nitidez, sintaxis
y ortografía adecuada)
• Es requisito asistir para aprobar el curso. Las ausencias afectarán su nota
final (10 puntos por asistencia y 10 puntos por participación diarios).
Presentación (Oral-100 pts) (Escrita-20pts)(Talleres 2-3-4-5)
• Trabajo de grupo
• Cada miembro presentará un sub tema
• Es requisito la utilización de medios audiovisuales y de estrategias de
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presentación variadas. Ejemplo: Simulaciones, Dramas, Debates,
Competencias académicas, grabación de vídeos, entrevistas, entre otros
• Debe ser creativo
• Preparar y entregar un informe escrito (1 original para el facilitador y copias
para los estudiantes) en computadora, a doble espacio y la letra a utilizar
será Arial #12. Esta norma aplica a todos los trabajos escritos requeridos
en el curso
• Tiempo estipulado para la presentación individual: 20 minutos
• Las presentaciones comienzan en el segundo Taller y finalizan en el quinto
Taller
• El resto del grupo deberá realizar las lecturas relacionadas con los temas
que se discutirán en cada Taller para garantizar una participación activa.
• La presentación oral tendrá un valor de 100 y los criterios de
evaluación serán los siguientes:
La presentación escrita tendrá un valor de 20 puntos.
Estudio de caso (100 puntos)(Taller 3)
El propósito del estudio de caso es aplicar las teorías aprendidas e identificar
factores que inciden de forma negativa en el crecimiento y desarrollo del
niño/a desde la concepción hasta la etapa de los seis años. Dicho estudio se
llevará a cabo a través de entrevistas con un niño/a de seis años de edad o menor,
con el padre, madre y/o encargado. Debe presentar un análisis crítico de las
entrevistas realizadas, alternativas viables y ofrecer recomendaciones.
Las preguntas realizadas durante las entrevistas deben ser redactadas por el
estudiante de acuerdo a la situación particular del niño/a identificado y deben
incluirse en el informe escrito como un anejo.
Análisis de película (80 puntos)(Taller 4)
El estudiante seleccionará una película que presente claramente el impacto
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negativo de un factor del ambiente sobre el crecimiento y desarrollo del niño/a en las
etapas estudiadas. Luego de observar la misma realizará un análisis crítico y preparará
un informe escrito del mismo
Diario reflexivo (75 puntos)(Talleres 1-3-5)
• El estudiante redactará un diario reflexivo al finalizar los Talleres 1, 2 y 5
con el fin de reflexionar críticamente y escribir sobre los conceptos,
sentimientos y actitudes relacionados a los procesos de aprendizaje. Debe
incluir un auto-análisis y auto-evaluación de su ejecución. Cada diario
tendrá un valor de 25 puntos.
Entrevista a una persona de la tercera edad ( 30 puntos) (Taller 5)
• El propósito de la entrevista es aplicar las teorías aprendidas relacionadas a
la autorrealización en la adultez e identificar el impacto del envejecimiento
de en la vida de una persona.
En el anejo F se incluyen las preguntas guía para llevar a cabo la entrevista
y la rubrica para evaluar la tarea. El estudiante, de ser necesario, tiene la
potestad de incluir preguntas adicionales que le permitan obtener datos
relevantes que finalmente le ayuden en la aplicación de los conceptos
desarrollados en el curso. Debe incluir dichas preguntas como parte del
informe a entregar.
Escala
Curva de evaluación
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Libros de textos:
Junn, E. & Boyatzis, C. (2008). Children Growth and Development. Dushkin (16th ed.). McGraw Hill/ Dushkin.
Papalia, D., Wendkos, S. & Duskin, R. (2004). Psicología del Desarrollo. (9th. Ed.), Bogotá, Colombia: McGraw-Hill.
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Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, el mismo esta diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que
el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,
el modulo debe especificar que se utilizaran ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si
un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,
bien puede escoger el idioma de preferencia para hacer la pregunta. Sin
embargo, el facilitador deberá contestar la misma en el idioma designado para
ese taller. Esto deberá ser una excepción a las reglas pues es importante que
los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de
lenguaje que deben ser desarrollados en el idioma propio todo en ingles o todo
en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se
preparen antes de cada taller de acuerdo al módulo. Cada taller requiere un
promedio de diez (10) horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al
taller deberá presentar una excusa razonable al facilitador. El facilitador
evaluará si la ausencia es justificada y decidirá como el estudiante repondrá el
trabajo perdido, de ser necesario. El facilitador decidirá uno de los siguientes:
permitirle al estudiante reponer el trabajo o asignarle trabajo adicional en
adición al trabajo a ser repuesto.
Toda tarea a ser completada antes de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a mas de un taller el facilitador tendrá las siguientes
opciones:
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a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en
la nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a
dos por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee
una excusa valida y verificable, el facilitador determinara una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
copiado o presente trazos de otro será calificado con cero (vea la política de
honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares esta prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
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Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre
ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
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Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsicamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
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6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Human Growth and Development
Code: EDUC 171
Time Length: 5 weeks
Prerequisite: None
Description
The course is an analysis based on studies on educational psychology processes of
growth and development. It studies the changes that occur in the human being from the
moment of conception through out the stages of development. It includes the study of
physical, motor, sensory, language, psychosocial, emotional, moral, creative, critical
thinking and problem solving developments. It studies the psychological changes that
happen as a result of the different stages of development, hereditary and environmental
factors that motivates the conduct of the human beings.
General Objectives
1. The future teacher will be capacitated to know and understand the growth and
development of the human beings.
2. Define the terminology used during the learning of the growth and
development of the human being.
3. Explain and formulate the role of Psychology in education and establish their
application in schools.
4. Explain and formulate the contribution of people, groups and school to
psychology through out the history of humanity.
5. Classify and explain the stages of the childhood history.
6. Examine and apply the most known characteristics.
7. Revise and explain the stages proposed by theorists of the psychosocial
development.
8. Explain the physical, motor, sensory, sexual, moral and language aspects of the human being.
9. Distinguish and relate the principal stages of the human being, (pre-natal, infancy, childhood, adulthood, and late adulthood.
Evaluation
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Criteria Punctuation Percentage
Class participation 100 16
Oral presentation 100 16
Written presentation 20 4
Movie analysis 80 13
Case study 100 16
Journals 75 14
Interview 30 5
Portfolio 100 16
Total 605 100
Evaluation’s description
Student’s participation (100 points)(Workshops 1-2-3-4-5)
• Demonstrate responsibility for the learning process
• Bring the assigned materials
• Participate in the discussion processes and group activities
• Hang on the assigned duties on time
• Show quality in the assignments (legible letter, clearness, syntax and
adequate spelling)
• It’s a requisite to assist in order to approve the course. Absences will affect
your final grade (10 points for attendance and 10 points for daily class
participation).
Presentation (Oral 100 pts.)(Written 20pts)(Workshops 2-3-4-5)
• Team work
• Each member will present a sub topic
• It’s a requisite to use audiovisual techniques and materials and varied
presentation strategies. Example: Simulations, Dramas or Role playing,
Debates or discussions, Academic competitions , video record, interviews,
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and others
• The student should be creative
• Prepare and give up a written report (1 original for the facilitator and copies
for the students) computer printed, double space and Arial #12 letter should
be used. This norm applies to every written report required in this course.
• The student will have 20 minutes for his individual presentation.
• The presentations will begin on the second workshop and will finish on the
fifth workshop.
• The rest of the students should read related literature on the topics to be
discussed in each workshop to guarantee an active participation.
• The assigned punctuation for the oral presentation will be 100 points.
• The assigned punctuation for the written report will be 20 points.
Case study (100 points)(Workshop 3)
The purpose of the case study is to apply the studied theories and identify the
issues that impacts in a negative way the child’s growth and development since the
conception until the six years stage.
The study will be conducted by interviews to a six year-old or younger child, his
father, mother or person in charge. The student should present a critical analysis
on the interview’s collected data, real alternatives and recommendations.
The questions to be used in the interviews should be written by the student in
accordance to the specific situation of the selected child.
This questions used for the interviews should be included as an Appendix in the
written report.
Movie analysis (80 points)(Workshop 4)
The student will select a movie where a negative impact related to environmental issues
on child’s growth and development studied stages will be present. After the observation
of the movie the student should realize a critical analysis and a written report
Reflexive diary (75 points)(Workshops 1-3-5)
• The student should write a reflective diary at the end of the first, third and
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fifth Workshops. The purpose is to make a critical reflection and write over
the concepts, feelings and attitudes related to the learning process in the
classroom. A self-analysis and self evaluation of student’s execution should
be included. The punctuation for this task will be 25 points each.
Interview to a Late Adulthood Person (30 points)(Workshop 5)
• The purpose of the interview is to apply the learned theories related to the
self realization in the adulthood and identify the impact of aging in an
individual’s life.
• Appendix F includes some guided questions to realize the interview and the
rubric to evaluate the given task. The student, if necessary, may include
additional questions to get relevant data that finally may result in the
application of the concepts developed in class. The additional questions
should be part of the written report to be hand in.
• The written report must include the results of the interview, a critical
analysis, alternatives and recommendations.
Scale
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Text Books:
Junn, E. & Boyatzis, C. (2008). Children Growth and Development. Dushkin (16th ed.). McGraw Hill/ Dushkin.
Papalia, D., Wendkos, S. & Duskin, R. (2004). Psicología del Desarrollo. (9th. Ed.), Bogotá, Colombia: McGraw-Hill.
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based
Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
English and Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified. The language
used in the workshops will alternate to insure that 50% of the course will be
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conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop,
dividing that workshop’s time and activities between the two languages. If
students have difficulty with asking a question in the target language in which the
activity is being conducted, students may choose to use their preferred language
for that particular question. However, the facilitator must answer in the language
assigned for that particular day. This should only be an exception as it is
important for students to use the assigned language. The 50/50 model does not
apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare
in advance for each workshop according to the course module. Each workshop
requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade based
on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
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determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
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• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students
with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
EDUC 171 Human Growth and Development 20
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Workshop One
Specific Objectives:
1. Define and interpret the basic concepts of human growth and development.
2. Identify the environmental factors that impact the process and formation of
a child.
3. Expose and analyze the influence of heredity and environment in the
child’s development and formation
Language Objectives:
1. Synthesize the information gathered from multiple resources to draw
conclusions.
2. Write a reflective journal using appropriate vocabulary, grammar and style.
3. Express ideas in English related to the topic of discussion using volume,
stress, pacing and correct enunciation.
Electronic Links (URLs):
Eric Erickson Stages of Human Development
http://psychology.about.com/library/weekly/aa91500b.htm
http://psychology.about.com/library/submit.htm
Child Development Basics
http://www.cdipage.com/development.htm
Jean Piaget
http://crystalinks.com/piaget.html
http://www.example.com
Chile development stages
http://en.wikipedia.org/wiki/Child_development_stages
Developmental milestones
http://www.med.umich.edu/1libr/yourchild/devmile.htm
Erickson’s stages summary chart
http://psychology.about.com/library/bl_psychosocial_summary.htm
Life cycle
http://en.wikipedia.org/wiki/Biological_life_cycle
Heredity
EDUC 171 Human Growth and Development 21
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
http://encarta.msn.com/encyclopedia_761564762/Heredity.html
Assignments before Workshop One:
1. Read the recommended URL’s, textbooks and other reference materials. Pay
close attention to the rubrics in the Appendix section. These rubrics will be used
to assess your knowledge.
2. Find the definitions of the following concepts:
• Growth
• Human development
• Life cycle
• Heredity
• Environment
3. Read information about the following topics related to human growth and
development.
• Children’s growth and development
• Factors that influence the process
• Stages of development
• Heredity
• Environment
4. Watch the following video.
Piaget’s developmental theory
http://search.live.com/video/results.aspx?q=erickson+theory&docid=2204101510
74&FORM=TVVR2
Activities :
1. The facilitator and the students will introduced themselves by engaging in an
icebreaking activity suggested by the facilitator.
2. Discuss activities and evaluation criteria.
3. Select student representative.
4. Discuss the definitions of growth, human development, life cycle, heredity and
environment using a graphic organizer.
EDUC 171 Human Growth and Development 22
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
5. The facilitator will present a movie about human development.
6. Educational panel to discuss the movie watched.
7. Divide the class in small groups to discuss the following topics:
• Stages of development
• Heredity
• Environment
• Children’s growth and development and the factors that influence this
process.
8. Each group will present their findings.
9. Discuss activities for Workshop Two.
Assessment:
1. Journal: Write at least three paragraphs about what you learned in class today.
2. Written report rubric
3. Class participation rubric
4. Oral report rubric.
EDUC 171 Human Growth and Development 23
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Taller Dos
Objetivos Específicos:
1. Definir e interpretar los siguientes conceptos:
• Desarrollo pre-natal
• Desarrollo neonatal
• Desarrollo fisico
• Desarrollo intelectual
2. Detallar y analizar caracteristicas especificas del desarrollo pre-natal y
Neonatal.
3. Identificar los cambios principales en las etapas de desarrollo.
4. Identificar y analizar aspectos y factores que influencia el proceso de
desarrollo.
Objetivos del Lenguaje:
1. Resumir las ideas principales usando la gramática y la ortografía
adecuadamente después de leer una amplia variedad de
recursos empresos.
2. Aplicar todas las reglas gramaticales a los trabajos escritos.
3. Utiliza las destrezas de comunicación eficazmente en discusiones en
grupo.
Enlaces Electrónicos:
Jean Piaget
http://crystalinks.com/piaget.html
Desarrollo Humano: Etapa prenatal
http://members.tripod.com/psico1_deshumano/prenatal.html
Stages of Prenatal Development
http://www.dushkin.com/connectext/psy/ch03/stages.mhtml
Desarrollo del niño y la educación
http://www.allsands.com/Kids/Education/childrendevelop_bcp_gn.htm
http://www.example.com
Entendiendo el desarrollo fisico y cognitivo del nino
http://betterkidcare.psu.edu/HBCO/WEB_Part2_ESP.pdf
EDUC 171 Human Growth and Development 24
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Desarrollo pre-natal
http://www.abortionfacts.com/fetal_development/prenatal_developement.asp
Desarrollo Pre- natal y neo-natal
http://www.mc.maricopa.edu/dept/d46/psy/dev/prenatal/
El nino entero
http://www.pbs.org/wholechild/spanish/abc/index.html
Desarrollo del nino
http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html
Asignaciones antes del Taller:
1. Busca las definiciones de los siguientes terminos:
• Desarrollo Pre-natal
• Desarrollo Neo-natal
• Desarrollo fisico
2. Leer información relacionada al crecimiento y desarrollo del nino. Traer
Información al salon de clases.
3. Escoge unos de los videos ofrecidos en este URL y obsérvalo. Ven listo
para compartirlo en clase.
Desarrollo pre-natal
http://search.live.com/video/results.aspx?q=pre-
natal+development&go=&form=QBVP
Actividades:
1. Repasar brevemente el material cubierto en el taller 1.
2. Colocar carteles alrededor del salon con los terminos asignados. Los
estudiantes rotarán por los carteles escribiendo información relacionada a
los tópicos.
3. Dividir el grupo en sub-grupos. Asignar un cartel por grupo. Los
estudiantes analizarán la información escrita y escribirán la definición del
término partiendo de esta información.
4. Los estudiantes se reunirán en pares para realizar un mapa conceptual acerca
de uno de los temas discutidos en clase.
EDUC 171 Human Growth and Development 25
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
5. Presentación oral del material asignado.
6. Students will share the video about pre-natal development they observe in class.
7. Discuss the assignments for Workshop Three.
Avalúo
1. Escriba una lista de lo que usted opine que es importante en las etapas de
desarrollo humano.
2. Matriz valorativa para trabajos escritos.
3. Matriz valorativa para presentaciones orales.
4. Matriz valorativa para trabajo diario.
EDUC 171 Human Growth and Development 26
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Workshop Three
Specific Objectives:
1. Identify and explain characteristics and fundamental changes in the
physical cognitive and socio-economical development of children.
2. Identify and analyze factors and aspects that impact this process.
3. Compare and contrast the physical, cognitive and socio-economical
development from conception to 6 years old.
Language Objectives:
1. Summarize the main ideas using correct grammar and spelling in English
after reading material related to human development.
2. Write a report showing logical points of view on the issue assigned and
applying the appropriate rules of grammar.
3. Demonstrate the ability to use spoken language to accomplish the purpose
of delivering information in English.
Electronic Links (URLs):
Exploring child development
http://www.abacon.com/fabes/pages/contents.html
Cognitive development
http://chiron.valdosta.edu/whuitt/col/cogsys/piaget.html
Early Childhood
http://www.earlychildhood.com/articles/index.cfm
The whole child
http://www.pbs.org/wholechild/spanish/abc/index.html
Children’s development
http://html.rincondelvago.com/desarrollo-del-nino-de-0-a-7-anos.html
Jean Piaget
http://crystalinks.com/piaget.html
http://www.example.com
Chile development stages
http://en.wikipedia.org/wiki/Child_development_stages
Developmental milestones
EDUC 171 Human Growth and Development 27
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
http://www.med.umich.edu/1libr/yourchild/devmile.htm
Erickson’s stages summary chart
http://psychology.about.com/library/bl_psychosocial_summary.htm
Life cycle
http://en.wikipedia.org/wiki/Biological_life_cycle
Steps of case study
www.crfc.org/americanjury/lessons/right_accused/case_study.doc
Assignments before Workshop Three:
1. Read information related to:
• Physical development in early childhood
• Cognitive development in early childhood
• Social development in early childhood
2. Come prepared to share and discuss the information in class.
3. Write a summary of each of the topics before mentioned to be turn in to the
facilitator.
4. Watch the video related to the stages of development
http://www.youtube.com/watch?v=RQVma02ZSrc
5. Finalize the child case study assigned for this workshop. Come prepare to
share it in class.
Activities :
1. Review workshop 2
2. Students in charge of oral presentation will complete this activity.
3. A questions and answer session will follow each presentation.
4. Educational panel to discuss the information presented.
5. Students will share their experience related to the physical, intellectual and socio-
economical development of children.
6. Students will present a brief summary about their case study. A class discussion
will begin after the summary.
7. The facilitator will collect summaries and case studies.
8. The facilitator will discuss activities for Workshop Four.
EDUC 171 Human Growth and Development 28
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Assessment:
1. Journal: Write at least three paragraphs about the topics discussed in class.
Include information about something you learned today that you didn’t know in
relation to the development of children.
2. Written report rubric.
3. Oral presentation rubric.
4. Class participation rubric.
EDUC 171 Human Growth and Development 29
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Taller Cuatro
Objetivos Específicos:
1. Definir los siguientes conceptos
• Desarrollo intelectual
• Pre-adolescencia
• Adolescencia
2. Analizar los cambios y caracteristicas fisicas, intelectuales y sociales en
la pre-adolescencia y adolescencia
3. Identificar los factores que impactan este proceso.
4. Analizar las estrategias para educar y motivar a los adolescentes para
prevenir o cambiar comportamiento.
Objetivos del Lenguaje:
1. Resumir las ideas principales usando la gramatica y la ortografia
adecuadamente después de leer una amplia variedad de
recursos impresos.
2. Aplicar todas las reglas gramaticales a los trabajos asignados
3. Utiliza el idioma español para comunicar ideas y expresarse.
Enlaces Electrónicos:
Adolescencia y prevención: conducta de riesgo
http://www.salvador.edu.ar/ua1-9pub01-4-03.htm
La adolescencia
http://www.salonhogar.com/ciencias/biologia/adolescencia/index.htm
Adolescent Stages of Development
http://www.childdevelopmentinfo.com/development/teens_stages.shtml
La adolescencia
http://www.monografias.com/trabajos4/adol/adol.shtml
Adolescentes
http://www.maqweb.org/spanish/present/adolnotas.pdf
Desarrollo de los adolescentes
http://equipo555.blogspot.com/
Embarazo en los adolescentes
EDUC 171 Human Growth and Development 30
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
http://www.binasss.sa.cr/adolescencia/broch.pdf
Las distintas etapas de la adolescencia
http://www.euroresidentes.com/adolescentes/etapas-adolescencia.htm
Etapas del desarrollo cognitivo
http://www.monografias.com/trabajos14/piaget-desarr/piaget-desarr.shtml
Etapas de desarrollo emocional
www.childdevelopmentinfo.com/development/erickson.shtml
Asignaciones antes del Taller Tres:
1. Buscar información relacionada al desarrollo fisico, social, cognitivo y
emocional en la pre-adolescencia y adolescencia.
2. Investigar programas existentes de prevencion que trabajen con
comportamientos de alto riesgo entre los adolescentes.
3. Traer el material recopilado al salon de clases para ser discutido y
compartido.
6. Buscar información sobre las teorias de Piaget y Erickson.
7. Observar el siguiente video sobre adolescencia
Adolescencia etapa difícil
http://www.youtube.com/watch?v=G560ywZKXZw
Escribe un breve escrito sobre tu reacción al video.
8. Seleccionar una película en la que se muestre como el ambiente puede
impactar el desarrollo de los niños. Preparar un reporte sobre la misma. Venir
preparado para compartir en clase.
Actividades:
1. Repasar el material estudiado en el Taller Tres.
2. Definir los conceptos de pre-adolescencia y adolescencia.
3. Estudiantes a cargo de las presentaciones orales completarán esta
actividad.
4. Dividir la clase en 3 grupos. Asignar los siguientes tópicos: desarrollo
fisico, desarrollo social, y desarrollo emocional en la adolescencia. Cada
grupo preparará una presentación acerca del tópico. Relacionar las teorias
de Piaget y Erickson en relación al desarrollo de los adolescentes.
EDUC 171 Human Growth and Development 31
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
5. Presentación oral de cada grupo.
6. Compartir en clase los programas de prevención. Discusión socializada
sobre estos programas.
7. Entregar el trabajo escrito sobre los programas de prevención al
facilitador.
9. Dividir la clase en pequeños grupos en los que los estudiantes
compartirán las películas observadas.
10. Entregar trabajos al facilitador.
11. Discutir los trabajos del Taller 5
Avalúo
1. Respuesta escrita inmediata - Los problemas en la adolescencia se pueden
prevenir si…
2. Matriz valorativa para trabajos escritos.
3. Matriz valorativa para presentaciones orales.
4. Matriz valorativa para participación en clase.
EDUC 171 Human Growth and Development 32
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
1. Analyze the process of self-realization in adulthood.
2. Discuss the impact of old age in the life of a person.
3. Compare and contrast the stages of adulthood.
Language Objectives:
1. Summarize the main ideas using correct grammar and spelling in English
or Spanish after reading material related to human development.
2. Write a reflective journal using appropriate vocabulary, grammar and style.
3. Express ideas in English or Spanish related to the topic of discussion using
volume pacing and correct enunciation.
Electronic Links (URLs):
Adulthood
http://www.cfp.upv.es/recla/VIIencuentro/CursoUNAM/adultez.htm
Sociology of Death and Dying
http://www.trinity.edu/~mkearl/death.html
The elderly
http://www2.udec.cl/~ivalfaro/apsique/desa/vejez.html
Depression Causes
http://web4health.info/en/answers/bipolar-depr-eld-caus.htm
Fear of old age
http://living.oneindia.in/yoga-spirituality/ramakrishna-paramahamsa/2008/old-age-
problems-loneliness-061108.html
Psychological Factors
http://www.monografias.com/trabajos14/psicolvejez/psicolvejez.shtml
EDUC 171 Human Growth and Development 33
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Old age
http://en.wikipedia.org/wiki/Old_age
Late adulthood
http://www.mc.maricopa.edu/dept/d46/psy/dev/Spring00/lateadult/
The developmental stages of Erickson
http://www.learningplaceonline.com/stages/organize/Erikson.htm
Elderly Depression
http://www.depresion.psicomag.com/depre_en_vejez.php
Assignments before Workshop Five:
1. Find information related to early, intermediate and late adulthood in
English. Bring it to class.
2. Complete your portfolio. Remember to include table of contents,
introduction and conclusion.
3. Complete an interview to a senior. The interview should not have more
than 5 questions. Prepare a brief summary to present in class (in
Spanish).
4. Watch one of the following videos about late adulthood. Come prepare to share it
in class.
http://search.live.com/video/results.aspx?q=la+vejez&first=21&FORM=PEVR
Activities :
1. Review workshop IV in Spanish
2. Educational panel to discuss the stages of late adulthood (in English).
3. Student swill share the information collected in their interview (in Spanish).
4. Write a list of common factors discussed in the interviews (in Spanish).
5. Students will hand in their interviews and portfolios to the facilitator.
6. Students will start their oral presentation (in the language assigned).
7. A questions and answer session will follow each presentation.
8. Students will briefly share the video they watched about late adulthood (in
English).
9. The student representative will complete the class evaluation process.
Assessment:
EDUC 171 Human Growth and Development 34
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
1. Journal - Students will complete a final journal including feedback to the
Facilitator.
2. Class participation rubric.
3. Oral presentation rubric.
4. Written report rubric.
5. Portfolio rubrics.
EDUC 171 Human Growth and Development 35
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejos/Appendixes
EDUC 171 Human Growth and Development 36
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
AnejoA/Appendix A
Matriz de Valoración para Evaluación de Participaci ón en Clase
NOMBRE: __________________________ NOTA FINAL _____________ FECHA: ____________________________ Asistencia y puntualidad: ______ _____ 0= Faltó a 4 o más talleres o faltó a 3 talleres y llegó tarde a 2 talleres _____ 1= Faltó a 3 talleres o faltó a 2 talleres pero llegó tarde a tres talleres _____ 2= Faltó a 2 talleres o faltó a 1 taller pero llego tarde a tres o más talleres _____ 3= Faltó a 1 taller o no faltó pero llegó tarde a tres talleres _____ 4= No faltó a los talleres pero llegó tarde a uno o dos talleres _____ 5= No faltó ni llegó tarde a los talleres 0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica 1. Contribuye frecuentemente a las discusiones en clase.
0 1 2 3 4 5 N/A
2. Demuestra interés en las discusiones en clase.
3. Contesta preguntas del facilitador y sus compañeros.
4. Formula preguntas pertinentes al tema de la clase.
5. Viene preparado(a) a clase.
6. Contribuye a la clase con material e información adicional.
7. Presenta argumentos fundamentados en las lecturas y trabajos de la clase
8. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
9. Contesta preguntas y planteamientos de sus compañeros.
10. Demuestra iniciativa y creatividad en las actividades de clase.
Comentarios: ____________________________________________________
EDUC 171 Human Growth and Development 37
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo B/Appendix B
Oral Presentation Rubric
Criteria Points Score
The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence.
10
The speaker takes into account the specific knowledge and experience of the listener
10
The speaker uses arguments which are adapted to the values and motivations of the specific listener.
10
The speaker uses delivery to emphasize and enhance the meaning of the message.
10
The speaker delivers the message in a lively, enthusiastic fashion.
10
The volume varies to add emphasis and interest.
10
Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as "ahs," "uhms," or "you knows."
10
Language
Student pronounces words in a clear and correct manner so as to make language understood to others
10
Correct use of grammar and verb conjugation 10
Use of correct use of vocabulary words to express message
10
Total Points 70%
Content
30%
language
EDUC 171 Human Growth and Development 38
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo C/Appendix C
MATRIZ VALORATIVA PARA EL PROYECTO ESCRITO
0-Deficiente 1-Regular 2-Muy bueno N/A No Aplica CRITERIOS 0 1 2 N/A Criterios 0 1 2 N/A Contenido 70%
1. Identifica el propósito, los objetivos e ideas principales.
2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase
3. La presentación de las ideas es organizada y coherente.
4. El escrito incluye todas las partes o elementos del tema o tarea asignada.
5. El autor demuestra dominio del tema o materia de la presentación.
6. El punto de vista del autor se presenta de manera clara y contundente.
7. El escrito demuestra sustancia, lógica y originalidad.
Lenguage 30% 8. Utiliza vocabulario correcto y apropiado.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
10. El escrito es claro, enfocado e interesante .
Total= 20 puntos
EDUC 171 Human Growth and Development 39
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo D/Appendix D
Oral Presentations- Education 171
THEME ASSIGNED STUDENT WORKSHOP#
Desarrollo PreNatal
Desarrollo Neonatal
2
Nacimiento
El Recien nacido
2
Physical, cognitive and psychosocial
development during the first three
years
3
Physical, cognitive and psychosocial
development in the school years 4-11
3
Pre-Adolsecence and Adolescence
Physical, cognitive and social
development
4
Adulthood
(Early, Intermediate and Late)
5
EDUC 171 Human Growth and Development 40
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo E/Appendix E
ASPECTS TO BE CONSIDERED IN A MOVIES ANALYSIS
This process will help the students to make a good critical analysis about a movie.
Steps to be followed:
• Look at the selected movie as many times as needed.
• Identify specific details.
• Analyze the impact after the observation is finished identifying:
o feelings and the elements that induced them.
O the most important scenes.
O deep messages scenes.
• Analyze the content
o Identify curious details that will help interpret the movie.
O Synthesize the meaning suggested in the analysis.
• Analyze the economical, philosophical and sociological aspects
o Social structures and their interaction with the principal characters.
O Historical and relevant data.
O Social aspects.
O Economical conflicts.
O Philosophical and ethical aspects.
• Identify the significant language in the movie.
• Synthesize the suggested message.
• Review the general critic of the movie.
• Make a general interpretation of the movie.
• Elaborate a personal analysis.
Alter finishing this process, the student will be prepared to write his final report.
EDUC 171 Human Growth and Development 41
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo F/Appendix F
RUBRIC FOR MOVIE ANALYISIS
8-Excellent 4-Regular 0-Deficient
Criteria 8 4 2 N/A Content 70% Includes the title of the movie and a brief summary of what the movie is about.
Compares and contrast events of the movie with theories and material related to human development.
The ideas and arguments are founded on research learned.
The author presents his/her point of view. The writing demonstrates a logical sequence and shows originality.
At least 5 references were included. Language 30% Uses proper grammar when expressing ideas.
Uses variety of vocabulary. The writing is focused, clear and interesting. Total=80 points
EDUC 171 Human Growth and Development 42
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo G/Appendix G
CASE STUDY (20)-Accomplished (10)-Partially accomplished (0)-N ot accomplished
Criteria 20 10 0 Content 70%
Identifies all of the main issues in the
case study
Makes appropriate and powerful connections between the
problem and the theory.
Makes realistic and insightful
recommendations
Language 30% Writing is totally free of grammar
and spelling errors.
Very clear and concise flow of ideas using the
English Language.
/100 /50 /0
Total________________________ Comments___________________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________ Recommendations____________________________________ ____________________________________________________________________________________________________________________________________________________________________________________________________________
EDUC 171 Human Growth and Development 43
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo H/Appendix H
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…
EDUC 171 Human Growth and Development 44
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Reflexive Diary
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…
EDUC 171 Human Growth and Development 45
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Anejo I/Appendix I
Entrevista a persona de la tercera edad
65 años o más
(Valor 75 puntos)
Al realizar una entrevista, el entrevistador debe tener una conversación informal previa
que le ayude a establecer una relación de cordialidad con el entrevistado. Esto ayudará
a que el mismo se sienta en confianza y ofrezca información verídica y confiable que
aporte a los fines previamente señalados.
A continuación preguntas guía para realizar la entrevista. ¡Mucho éxito!
Datos demográficos
1. ¿Cómo, donde y con quien vive usted?
2. ¿Qué significado tiene la vida para usted?
3. Describa el lugar donde vive, la composición familiar y la percepción de sí mismo.
4. ¿Cuál es su rutina de vida?
a. Alimentación
b. Medicamentos
c. Tratamientos médicos (si alguno)
d. Recreación
e. Inversión de tiempo
f. Otras necesidades o tareas que le gusta realizar
5. ¿A qué se dedicó?
6. ¿Se jubiló? ¿Cuándo y porqué?
7. ¿Cómo se sintió en ese momento?
8. ¿Cuál fue su aportación más valiosa a la vida?
9. ¿Qué le produce felicidad?
10. ¿Qué le hubiese gustado hacer que nunca pudo hacer? ¿Razones?
EDUC 171 Human Growth and Development 46
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Anejo J/Appendix J
MATRIZ VALORATIVA PATA LA ENTREVISTA
Criterios 0 1 2 N/A
Contenido 70%
1. Identifica el propósito, los objetivos e ideas principales.
2. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase
3. La presentación de las ideas es organizada y coherente.
4. El escrito incluye todas las partes o elementos del tema o tarea asignada.
5. El autor demuestra dominio del tema o materia de la presentación.
6. El punto de vista del autor se presenta de manera clara y contundente.
7. El escrito demuestra sustancia, lógica y
originalidad.
Lenguaje 30%
8. Utiliza vocabulario correcto y apropiado.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
10. El escrito es claro, enfocado e interesante .
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Anejo K/Appendix K
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
• Documentation will be posted in a binder or in a digital version (e-portfolio).
• The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
• The entire portfolio will follow APA style: Courier or Times New Roman font,
size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition”
• A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
include a brief description, date produced, date submitted, and date evaluated
(Appendix M ).
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• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix L ).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix P ). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
• Portfolio samples will be safely stored for a six-month term on campus.
• Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix Q ).
• After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio
samples will be destroyed; otherwise, they will be returned to their original
authors (Appendix R ).
EDUC 171 Human Growth and Development 49
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo L/Appendix L
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo M/Appendix M
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo N/Appendix N
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
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Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo O/Appendix O
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
� Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
� Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
� Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
� Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
� Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
� Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
� Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
EDUC 171 Human Growth and Development 53
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
� Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
� Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
� Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Need s improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted 02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro Orlando Campus
EDUC 171 Human Growth and Development 54
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo P/Appendix P
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
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Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo Q/Appendix Q
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
EDUC 171 Human Growth and Development 56
Prep. 2003 Ivonne Monfort Rodriguez. Rev. 2008. Marta Gonzalez-Garcia M.A. Ed
Anejo R/Appendix R
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date