sistema universitario ana g. méndez, inc. school for ... 455... · maribel román, english...

Sistema Universitario Ana G. Méndez, Inc.

School for Professional Studies

Florida Campuses

Discipline-Based Dual Language Immersion Model®

Universidad del Este, Universidad Metropolitana, and Universidad del

Turabo

MARK 455

MARKETING PROJECT

PROYECTO DE MERCADOTECNIA

© Sistema Universitario Ana G. Méndez, Inc. 2013

Derechos Reservados

All rights reserved

November 11t, 2013

MARK 455 Marketing Project 2

Updated November 11, 2013

Prepared based on the course syllabus (2011) of the School of Business

Administration, with the collaboration of:

Bernardo Gil, MBA

José Penso, Content Evaluator

Maribel Román, English Language Evaluator

Joanna Dávila, Spanish Language Evaluator

Joe Hernández, Format and Module Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

GUÍA DE ESTUDIO .............................................................................................. 4

STUDY GUIDE ................................................................................................... 25

TALLER UNO ..................................................................................................... 45

WORKSHOP TWO .............................................................................................. 53

TALLER TRES .................................................................................................... 62

WORKSHOP FOUR ............................................................................................ 72

TALLER CINCO/WORKSHOP FIVE ................................................................ 78

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR

DIFFERENTIATED INSTRUCTION ................................................................. 86

APPENDIX B: 6-TRAITS WRITING RUBRIC ................................................. 91

APPENDIX C: DIARIO REFLEXIVO ............................................................... 99

ANEJO D: MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN

EN CLASE .................................................................................................... 101

ANEJO E: MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN

ORAL INDIVIDUAL......................................................................................... 103

ANEJO F: MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO ....... 105

ANEJO F/APPENDIX F .................................................................................... 105

ANEJO G/ APPENDIX G PROYECTO DE MERCADOTECNIA .................. 107

ANEJO H LISTA FOCALIZADA ..................................................................... 108

APÉNDICE I/APPENDIX I LANGUAGE LAB AND E-LAB

INFORMATION ................................................................................................ 109

APÉNDICE J/APPENDIX J LANGUAGE LAB/E-LAB

DOCUMENTATION ......................................................................................... 114

APPENDIX K PARAGRAPH CONSTRUCTION RUBRIC ............................ 117



GUÍA DE ESTUDIO

Título del curso: PROYECTO DE MERCADOTECNIA

Codificación: MARK 455

Créditos: TRES (3)

Duración: UN TÉRMINO (5 SEMANAS)

Pre-requisito: MARK 133, MARK 206, MARK 301, MARK 318,

MARK 320

Descripción:

En este curso se aplican los conocimientos adquiridos en el área de

mercadotecnia a través de toda la carrera. Se pueden aplicar, entre otros, los

temas siguientes: la función de la mercadotecnia en la organización, desarrollo

de estrategias de mercadotecnia, desarrollo de tácticas, implantación y control

de un plan de mercadotecnia.

Objetivos generales de contenido

Al finalizar el curso, se espera que el estudiante haya adquirido las destrezas

para:

1. Desarrollar un proyecto de mercadotecnia (mercadeo) donde deba

aplicar todos los conocimientos adquiridos durante su carrera

como estudiante de mercadeo.

2. Demostrar conocimiento y experiencia práctica sobre el proceso de



análisis, planificación, ejecución y control que envuelve el mercadeo.

3. Identificar y analizar los aspectos que envuelve el mercadeo desde

una perspectiva real aplicando el pensamiento crítico y proceso de

solución de problemas, manteniendo los principios éticos en el

proceso de toma de decisiones.

4. Demostrar entendimiento y capacidad para manejar el ambiente de

cambio que existe en el mercadeo actual.

5. Aplicar las funciones básicas gerenciales en las empresas.

6. Utilizar los sistemas de información para el análisis cuantitativo y

cualitativo en la solución de problemas empresariales.

7. Analizar asuntos ambientales de actualidad y proponer alterativas

dirigidas al mejor uso de los recursos ambientales en la organización.

8. Integrar los conocimientos de mercadeo en los diferentes escenarios

simulados en las organizaciones.

Objetivos generales de lenguaje

a. Escuchar: Los estudiantes implementarán, exitosamente, un proyecto de

mercadotecnia, luego de escuchar una selección de videos y/o

grabaciones relacionados con los conceptos del curso o después de

escuchar las exposiciones del facilitador acerca de un tema en particular

sobre los conceptos del curso.

b. Hablar: Los estudiantes mostrarán dominio del material correspondiente

al curso mediante presentaciones orales y su participación oral en clase



c. utilizando términos y vocabulario adecuados con pronunciación clara y

fluidez oral tanto en el idioma inglés como el español.

d. Leer: Los estudiantes resumirán teorías y conceptos relacionados con el

curso luego de leer artículos y libros de texto, recomendados en el

lenguaje indicado durante la preparación previa a cada taller del curso.

e. Escribir: Los estudiantes aplicarán las seis características del proceso de

escritura (ver Anejo B) en formato APA (última edición) y sin errores

gramaticales o de sintaxis.

También utilizarán una variedad de estrategias para escribir textos con

fluidez en ambos idiomas, en las notas, los ensayos y en los resúmenes

que demuestran la comprensión y la síntesis de contenido, de los procesos

y de las experiencias de una variedad de medios.

Requisitos del laboratorio de lenguaje o laboratorio electrónico: (Tell Me

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

Requisitos mínimos de laboratorio de lenguaje: Los estudiantes deben

demostrar que ellos han cumplido con las horas de uso en el laboratorio

de. El facilitador podría requerir más horas de práctica basándose en las

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

cualquiera de los lenguajes mencionados. El total de horas de práctica

del laboratorio de lenguaje o E-lab debe integrarse a la sección de

actividades del módulo.

Las matrices de valoración del lenguaje para escuchar, hablar, leer y

escribir se integran al avalúo de los estudiantes. Ver Apéndice A para las



matrices de valoración a usarse. Para evaluar trabajos escritos en los dos

idiomas, el facilitador deberá usar el “Writing Process: Six Writing Traits

Rubrics” que aparece en el Apéndice B. El “Portfolio Performance

Assessment” debe ser uno de los instrumentos para evaluar el progreso

lingüístico y académico de los estudiantes. Debido a la naturaleza del

modelo bilingüe instruccional, el facilitador debe documentar que el

estudiante esté progresando hacia la meta de dominar dos idiomas

académicamente. El portafolio debe cumplir con los estándares

establecidos. El facilitador del curso le proveerá al estudiante acceso al

MANUAL DE PORTAFOLIOS (Digital Performance Portfolio

Assessment Handbook).

Escala:

El facilitador del curso determinará las fechas para la administración de

pruebas, entrega de trabajos, portafolio y otras tareas.

Curva de Evaluación

A

B

C

D

F

100% - 90%

89% - 80%

79% - 70%

69% - 60%

59% - 00



Criterios de Evaluación

La nota final de cada estudiante estará basada en la participación de todas las

actividades de aprendizaje, tanto individual como grupal. La nota final de cada

estudiante se basará en la ejecución de las siguientes actividades de acuerdo a su

peso relativo:

Criterios de evaluación

Por ciento (%)

Puntuación

Asistencia (5 puntos por cada taller) 5% 25

Participación (15 puntos por cada taller) 15% 75

Diarios reflexivos 5% 25

Propuesta de proyecto final de mercadeo 5% 25

Análisis de mini-casos y escenarios 10% 50

Otras tareas (ensayo y foros de discusión) 10% 50

Examen 10% 50

Actividades de E-lab 5% 25

Portafolio digital 10% 50

Proyecto de mercadeo – Presentación oral (inglés) 10% 50

Proyecto de mercadeo – Trabajo escrito 15% 75

Total 100% 500



NOTA: Las matrices valorativas que se utilizarán en cada actividad se incluyen

como anejos. Los estudiantes serán evaluados en términos de su dominio del

contenido del curso, además de su dominio de los lenguajes de español e inglés.

Descripción de la evaluación

1. Asistencia: La asistencia a todos los talleres del curso es obligatoria. El

estudiante recibirá hasta 5 puntos por cada taller. El faltar a un taller puede

afectar la nota final, ya que el estudiante perderá puntos por asistencia,

participación, diario reflexivo y otras tareas asignadas al taller. La matriz

valorativa para asistencia se encuentra en el Anejo D.

2. Participación: La participación en clase será evaluada mediante las

discusiones de los diferentes temas y las actividades que se desarrollen en el

transcurso del taller. El estudiante recibirá hasta 15 puntos por su

participación en cada taller. La participación del estudiante debe ser en el

lenguaje designado para el taller. La matriz valorativa para la participación

se encuentra en el Anejo D.

3. Diarios reflexivos: El diario reflexivo consistirá en un texto narrativo de

una página, a modo de ensayo, en el idioma que corresponda al taller y en

observancia a las normas de estilo APA, este se realizará semanalmente. En

este diario, el estudiante deberá escribir todo aquello que documente el

crecimiento de su conocimiento en la clase. Se debe llevar a cabo un diario

reflexivo por taller y estos deben ser añadidos al portafolio digital (refiérase

al manual del portafolio digital). Estos formarán parte del portafolio digital.



Propuesta escrita: Previo al segundo taller, los estudiantes deberán enviar por

correo electrónico una propuesta del trabajo final de mercadeo (ver

instrucciones específicas en las asignaciones para el Taller dos). Los trabajos

escritos se prepararán de acuerdo con la última edición del formato APA. Para

evaluar las propuestas escritas, el/la facilitador/a se guiará por la matriz

valorativa para evaluar trabajos escritos que se encuentra bajo el Anejo B.

4. Análisis de mini-casos y escenarios: Los estudiantes deberán preparar un

informe escrito o grabación de voz sobre un mini-caso o un escenario de

trabajo como parte de asignaciones en el taller 3 y en el taller 4. Ambas

tareas deben incluir una breve presentación oral. Ambos informes deben ser

redactados y presentados en el idioma designado del taller. El análisis de

mini-casos o escenarios de trabajo deben ser expuestos de manera

individual, pero el facilitador puede modificar las actividades dependiendo

del tamaño del grupo.

5. Otras tareas: Los estudiantes deberán redactar un ensayo de una página

durante el segundo taller. El facilitador asignará el tema antes de comenzar

la escritura, la cual puede hacerse utilizando Microsoft Office, reservando

con anticipación el uso del laboratorio móvil. El lenguaje del ensayo será en

inglés y tendrá un valor de 30 puntos. En adición, los estudiantes utilizarán

el foro de discusión de la plataforma Blackboard para una asignación previa

al tercer y cuarto taller, en la cual deberán publicar su opinión y responder a

la opinión de otros estudiantes sobre un tema expuesto por el facilitador.

Cada asignación del Foro de Discusión tiene un valor de 15 puntos. Para



evaluar la escritura de los estudiantes en estas tareas, el facilitador deberá

usar el “Writing Process: Six Writing Traits Rubrics” que aparece en el

Apéndice B.

6. Examen: Se administrará una prueba a través de la plataforma de

“Blackboard”. Esa prueba estará disponible luego del taller 4 y debe ser

completada antes del taller cinco. La misma se redactará en los idioma inglés

y español (50% y 50% cada uno). El formato de la prueba puede ser

objetivo, de un tema a desarrollar o preguntas cortas, a discreción del

facilitador. A través de sus respuestas, cada estudiante debe evidenciar que

domina la materia o el tema al que se hace referencia.

7. Actividades de E-lab: Los estudiantes obtendrán un valor de 5% de la nota

al demostrar, mediante actividades de laboratorio de lenguaje asignadas por

el facilitador y, mediante documento aprobado por el facilitador o por el

representante de laboratorio de lenguaje, que ellos han cumplido con 20

horas de uso en el laboratorio de lenguaje (10 horas en inglés y 10 horas en

español) por curso.

8. Portafolio del curso: Cada estudiante deberá preparar un portafolio en

formato digital. Previo al comienzo del curso, el/la facilitador/a colocará en

Blackboard una copia de la última edición oficial del manual de portafolio

(en inglés, “Performance Portfolio Assessment Handbook”). Durante el

primer taller, el/la facilitador/a discutirá en detalle el proceso y las

expectativas del uso del portafolio digital para demostrar el progreso



académico y lingüístico, de manera que los estudiantes puedan alcanzar la

meta de convertirse en profesionales bilingües.

9. Proyecto final de mercadotecnia: Los estudiantes deberán realizar un

proyecto de mercadeo. El proyecto final debe ser individual, pero el

facilitador puede modificar la actividad dependiendo del tamaño del grupo.

Las instrucciones específicas, sobre el trabajo final, se encuentran en el

primer taller y en el Anejo G.

Libro(s)

Wheelen, T. L. & Hunger, J. David (2007). Administración Estratégica y

Política de Negocios. (10th ed.) Pearson Educación. ISBN: 978-9-

70260878-3

Puede acceder el texto descrito arriba a través de Google Books:

http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lp

g=PA369&d

q=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752

XMPmystY

3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-

zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6A

EwAw#v=one

page&q=Tabla%20EFAS&f=false

Farris, P. W., Bendle, N. T., Pfeifer, P. E. & Reibstein, D. J. (2010).

Marketing Metrics: The Definitive Guide to Measuring Marketing

Performance (2nd ed.) Pearson Education, Inc. IBSN: 978-0-13-

http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lpg=PA369&dq=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752XMPmystY3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6AEwAw#v=onepage&q=Tabla%20EFAS&f=false










705829-7

Kerin, R.A. & Peterson, R.A. (2010). Strategic Marketing Problems Cases

and Comments. (12th ed.) Pearson-Prentice Hall. ISBN: 978-0-13-

610706-4

Vicente, M. A., (2009). Marketing y Competitividad: Nuevos Enfoques para

Nuevas Realidades. (1ra

ed.) Pearson Educación. ISBN: 978-9-

87615071-2

Libro(s) y recursos rlectrónico(s)

Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House

Publishing

ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-

blog/b2b-presentations/free-ebook-a-practical-guide-to-market-research/

Estudios de casos de Mercadeo

http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20

management

Adquisición de textos por capítulos

http://www.cengagebrain.com/market/index.html

Bibliotecas del Sistema

Universidad del Turabo (Para algunos recursos debes utilizar su

nombre de usuario (email) y contraseña)

http://www.b2binternational.com/b2b-blog/b2b-presentations/free-ebook-a-practical-guide-to-market-research/


http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20management






http://bibliotecavirtualut.suagm.edu/

Bases de datos


Catálogo de Biblioteca (identificar textos disponibles en la

biblioteca)

http://ut.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First

Universidad del Este

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

Base de datos (para algunos recursos debes utilizar tu nombre de

usuario

(email y contraseña)

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

Catálogo de biblioteca (identificar textos disponibles en la

biblioteca)

http://une.suagm.edu/cgi-bin/Pwebrecon.cgi?DB=local&PAGE=First

Universidad Metropolitana

http://www.suagm.edu/umet/biblioteca/se_biblioteca.asp

Base de datos (Para algunos recursos debes utilizar tu nombre de

usuario (email y contraseña)

http://infotrac.galegroup.com/default

http://www.doaj.org/

Catálogo de biblioteca (identificar textos disponibles en la

biblioteca)

Enlac














Manual de publicación de estilo de la American Psychological

Association

(

A

P

A

)

http://www.apastyle.org/index.aspx

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

m

Derechos de autor y plagio

http://www.suagm.edu/umet/biblioteca/se_biblioteca_derecho_autor.

asp

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

Información para estudiantes: publicaciones, reglamentos, manuales, etc.

http://www.suagm.edu/umet/ve_publicaciones.asp

http://www.suagm.edu/turabo/con_manuales_docs_estudiante.asp

http://www.suagm.edu/une/con_rec_publicaciones.asp

http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministr

ativas

Subgraduado2009.pdf

Aviso: Si por alguna razón no puede acceder las direcciones electrónicas

ofrecidas en el módulo, no se limite a ellas. Existen otros “websites” que

podrá utilizar para la búsqueda de la información deseada. Entre ellos

están:


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


http://www.suagm.edu/umet/biblioteca/se_biblioteca_derecho_autor.asp






http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativasSubgraduado2009.pdf





http://scholar.google.cl/schhp?hl=es

http://www.scirus.com/

http://digital.ub.uni-bielefeld.de/index.php

www.Findarticles.com


El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir

algunas de ser necesario.

Tutoriales

Acceda a los tutoriales para utilizar las herramientas de Blackboard:

1. Foro de discusión

2. Chat

3. Group Pages

4. E-mail

5. Cotejar notas

6. Acceder a un curso

7. Someter una tarea

8. Enviar correo electrónico

9. Audio con Audacity

10. Video con Windows Moviemaker

Acceda a los tutoriales para el uso de la biblioteca:


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

riales.htm

Universidad del Turabo

http://bibliotecavirtualut.suagm.edu/Instruccion/tutoriales.htm




http://www.findarticles.com/


http://www.suagm.edu/SUAGM/mycampus/participar-foro_demo/participar-foro_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/chat/Chat.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/GroupPages/Group_Pages_Discussion_Board.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/email/Send%20Email%202.htm

http://www.suagm.edu/SUAGM/mycampus/como-cotejar-mis-notas_demo/como-cotejar-mis-notas_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-acceder_demo/como-acceder_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-someter_demo/como-someter-una-tarea_demo.htm

http://www.suagm.edu/SUAGM/mycampus/correo-electronico-con-sin-anejo_demo/correo-electronico-con-sin-anejo_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/audacity/Audacity.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/moviemaker/Moviemaker.htm

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






http://www.suagm.edu/umet/biblioteca/se_biblioteca_tutoriales.asp

Descripción de las normas del curso

Este curso sigue el modelo “Discipline-Based Dual Language Immersion

Model®” del Sistema Universitario Ana G. Méndez, Inc. y está diseñado

para promover el desarrollo de cada estudiante como profesional bilingüe.

Cada taller será facilitado en inglés y español utilizando el modelo 50/50.

Esto significa que cada taller será conducido enteramente en el lenguaje

especificado. Los lenguajes se alternarán en cada taller para asegurarse

de que el curso se ofrezca 50% en inglés y 50% en español. Para

mantener un balance, el módulo debe especificar que se utilizarán ambos

idiomas en el taller cinco, dividiendo el tiempo y las actividades

equitativamente entre los dos idiomas. Las primeras dos horas se

desarrollarán estrictamente en español y las últimas dos, en inglés.

Los cursos de idiomas deben ser desarrollados en el idioma

correspondiente, en inglés o en español, según aplique.

El curso es conducido en formato acelerado y bilingüe, esto requiere

que los estudiantes sean sumamente organizados, activos y responsables y




que se preparen antes de cada taller de acuerdo al módulo. El estudiante

debe llevar a cabo todo el esfuerzo posible, para desarrollar las destrezas

en los dos idiomas, usando los recursos de lenguaje disponibles dentro y

fuera de la institución. El convertirse en un profesional bilingüe es un

proceso complejo y exigente. Cada taller requiere un promedio de diez

(10) horas de preparación y en ocasiones requiere más para poder lograr

el éxito lingüístico y académico.

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

ausente al taller deberá presentar una excusa razonable al facilitador. El

facilitador evaluará si la ausencia es justificada y decidirá cómo el

estudiante repondrá el trabajo perdido, si fuera necesario. El facilitador

puede elegir una de estas dos alternativas: (a) permitirle al estudiante que

reponga el trabajo o (b) asignarle una tarea adicional además del trabajo

que el estudiante deba reponer.

Toda tarea a ser completada antes del taller deberá ser entregada en la

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

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

siguientes opciones:

a. Si es a dos talleres, el facilitador reducirá la nota existente en

un grado.

b. Si el estudiante se ausenta a tres talleres, el facilitador

reducirá la nota existente en dos grados.



La asistencia y participación en actividades de la clase y en

presentaciones orales es extremadamente importante pues no se pueden

reponer. Si el estudiante provee una excusa válida y verificable, el

facilitador determinará una actividad equivalente a evaluar que sustituya

la misma. Esta actividad deberá incluir el mismo contenido y

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

repuesta.

En actividades grupales, el grupo será evaluado por su trabajo final. Sin

embargo, cada miembro de grupo deberá participar y cooperar para lograr

un trabajo de excelencia. Los estudiantes también recibirán una

calificación individual.

Se espera que todo trabajo escrito sea de la autoría de cada estudiante y

no plagiado. Se requiere que todo trabajo sometido al facilitador cumpla

con las reglas para citar apropiadamente o que esté parafraseado y citado

dando crédito al autor. Todo estudiante debe ser el autor de su propio

trabajo. Todo trabajo que sea plagiado, copiado o presente trazos del

trabajo de otro estudiante o autor será calificado con cero. El servicio de

SafeAssignTM de Blackboard será utilizado por los facilitadores para

verificar la autoría de los trabajos escritos de los estudiantes. Es

responsabilidad del estudiante leer la política de plagio de su universidad.

Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual del

Estudiante. Si es estudiante de UMET y UNE, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.



Se espera un comportamiento ético en todas las actividades del curso. Esto

implica que TODOS los trabajos deben ser originales y que para toda

referencia utilizada deberá indicarse la fuente, bien sea mediante citas o

bibliografía utilizando el estilo APA, (6ª. ed.). No se tolerará el plagio y,

en caso de que se detecte casos del mismo, el estudiante se expone a recibir

cero en el trabajo y a ser referido al Comité de disciplina de la institución.

Los estudiantes deben observar aquellas prácticas dirigidas para evitar

incurrir en el plagio de documentos y trabajos pues va en contra de la ética

profesional.

Si el facilitador desea hacer cambios a las actividades del módulo o guía

de estudio, deberá solicitar la aprobación del Director de facultad y

currículo antes de la primera clase. Es requisito que el facilitador discuta

y entregue una copia de los cambios a los estudiantes al principio del

primer taller.

El facilitador establecerá los medios para contactar a los estudiantes

proveyendo su correo electrónico de SUAGM, teléfonos, día y horario

disponibles.

El uso de celulares está prohibido durante las sesiones de clase; en caso

de necesidad, deberá permanecer en vibración o en silencio.

La visita de niños y parientes no inscritos en el curso no está permitida en

el salón de clases.

Todo estudiante está sujeto a las políticas y normas de conducta y

comportamiento que rigen al SUAGM, al curso y a un adulto profesional.

Nota: Si por

alguna razón no

puede acceder a

las direcciones

electrónicas

ofrecidas en el

módulo,

notifique



al facilitador pero no se limite a ellas. Existen otros motores de búsqueda y sitios

Web que podrá utilizar para la búsqueda de la información deseada. Algunos de

estos son:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

Para comprar o alquilar libros de texto o de referencias, nuevos o usados, puede

visitar:

http://www.chegg.com/(alquiler)

http://www.bookswim.com/ (alquiler)

http://www.allbookstores.com/ (compra)

http://www.alibris.com/(compra)

Estas son sólo algunas de las muchas compañías donde puede comprar o

alquilar libros.

El facilitador puede realizar cambios a las direcciones electrónicas y/o

añadir otras de índole profesional, que contengan las investigaciones más

recientes del tópico del módulo, de ser necesario.


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/



CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

Si el facilitador o el estudiante requieren o desean llevar a cabo una

investigación,la administración de cuestionarios o entrevistas, deberá

referirse a las normas y procedimientos de la oficina de cumplimiento y

solicitar su autorización. Para acceder a los formularios de la oficina de

cumplimiento, puede visitar este enlace:

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

los formularios que necesite. Además de los formularios, el

estudiante/facilitador puede encontrar las instrucciones para la certificación

de investigación en línea. Estas certificaciones incluyen: Institutional

Review Board (IRB), Health Information Portability and Accountability Act

(HIPAA), y Responsibility Conduct for Research Act (RCR).

Si tiene alguna duda, por favor, comuníquese con las coordinadoras

institucionales o con la oficina de cumplimiento, a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

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



Filosofía y metodología educativa

Este curso se basa en la filosofía educativa del constructivismo. El

constructivismo es una filosofía de aprendizaje fundamentada en la premisa de

que, reflexionando a través de nuestras experiencias, podemos construir nuestro

propio entendimiento sobre el mundo en el que vivimos.

Cada uno de nosotros genera sus propias “reglas “y “modelos mentales” que

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

simplemente el proceso de ajustar nuestros modelos mentales para poder

entender nuevas experiencias.

Como facilitadores, nuestro enfoque es el de mantener una conexión entre los

hechos con las experiencias y fomentar un nuevo entendimiento en los

estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza a las

respuestas de nuestros estudiantes y así motivarlos a analizar, interpretar y

predecir información, y aplicarla a la vida diaria.

PRINCIPIOS DEL CONSTRUCTIVISMO:

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

debe comenzar con situaciones en las cuales los estudiantes busquen

activamente construir un significado.

2. Para construir “un significado” se requiere comprender todas las partes

globales y específicas (“from whole to parts”). Ambas partes deben

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

enfoca en los conceptos primarios en contexto y no en hechos aislados.



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

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

para apoyar dichos modelos.

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

significado, y no solo el de memorizar las respuestas “correctas” y repetir el

significado de otra persona. Como la educación es intrínsecamente

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

de la evaluación, una parte esencial de dicho proceso, asegurando que el

mismo provea a los estudiantes la información sobre la calidad de su

aprendizaje.

5. La evaluación debe servir como una herramienta de autoanálisis.

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

las múltiples perspectivas que existen en el mundo.

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

estudiante.



STUDY GUIDE

Course Title: MARKETING PROJECT

Code: MARK 455

Credits: THREE (3)

Time Length: FIVE (5) WEEKS

Pre-requisite: MARK 133, MARK 206, MARK 301, MARK 318, MARK 320

Description:

MARK 455 is a course in which students must apply all the knowledge of the

marketing field obtained during their professional and /or academic careers. This

course will apply, but not be limited to, the following subjects: Function of

Marketing in the Organization, Development of Marketing Strategies,

Development of Marketing Tactics, Implementation and Control of a Marketing

Plan.

General Content Objectives:

At the end of this course, it is expected that students will attain the skills to:

1. Develop a Marketing Project where students should apply all the acquired

knowledge during their academic careers.

2. Demonstrate practical knowledge and experience on the analysis,

planning, implementation, and control processes, that comprises the

marketing field.



3. Identify and analyze marketing aspects from a real perspective, applying

critical thinking and the problem solving process, while maintaining

ethical principles during the decision making process.

4. Demonstrate an understanding and ability to manage the changing

environment that exists in modern marketing.

5. Apply all basic management functions for business organizations.

6. Utilize information systems for quantitative and qualitative analysis

during business problem solutions.

7. Analyze existing environmental issues and propose alternatives to the

organizations that target a better use of ournatural resources.

8. Apply marketing knowledge to a variety of simulated scenarios in various

types of organizations.

General Language Objectives

1. Listening: Students will successfully develop a Marketing Project, after

watching/listening to selected videos and recordings related to the

concepts introduced in the course, or after the facilitator discusses a

specific topic about the course’s concepts.

2. Speaking: Students will show clear understanding of all the course

concepts through oral presentations and class participation, using

excellent vocabulary, clear pronunciation, and fluent speech in both,

English and Spanish languages.



Reading: Students will summarize theories and concepts related to the

course, after reading recommended books and articles in English and Spanish

languages, as a preparation for each workshop.

3. Writing: Students will demonstrate proper writing conventions (refer to

Appendix B –Six Traits for Writing), and apply APA style format version

six (6), without any grammatical or syntax error in both languages,

English and Spanish. They will write notes, essays, reflective journals,

and workshop summaries, that demonstrate content comprehension, and

synthesis , from a variety of media. (or… They will utilize a variety of

strategies to write texts, notes, essays, and summaries that demonstrate

comprehension and synthesis of contents, processes, and experiences.

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

Virtual Library, & Voice E-mail.)

Language Lab Minimum Requirement: Students must demonstrate that

they have complied with the hours of language lab or e-lab usage per

course. The facilitator may require a higher number of hours for

language lab practice based on the language needs for listening, speaking,

reading, and writing skills in either or both languages. The total amount

of language lab or e-lab hours is integrated in the activities for each

workshop in the module.

The language rubrics for listening, speaking, reading, and writing

provided in Appendix A are integrated to assess student’s performance in

all courses. The Writing Process: Six Writing Traits Rubrics provided in

Appendix B must be used to evaluate all writing activities in both

languages in all courses. Portfolio Performance Assessment must be

one of the evaluation instruments used in the module and throughout the



content of all workshops and appendices. This instrument must follow

established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of

students towards mastery of linguistic and academic skills in both

languages (English and Spanish.) The course facilitator will provide the

student access to the Digital Performance Portfolio Assessment

Handbook.

Grading Scale

A

B

C

D

F

100% - 90%

89% - 80%

79% - 70%

69% - 60%

59% - 00

Evaluation Criteria:

The final grade of each student will be based on the participation of all individual

and group learning activities. The final grade will be based on the execution of the

following activities and their relative weight:



Evaluation Criteria

Percentage

(%)

Points Attendance (5 points per workshop) 5% 25

Participation (15 points per workshop) 15% 75

Reflective Journals 5% 25

Marketing Project Proposal 5% 25

Analysis of Mini-cases and Work Scenarios 10% 50

Other Assignments (1 Essay and 2 Discussion

Boards) 10% 50

Exam 10% 50

E-lab Activities 5% 25

Digital Portfolio 10% 50

Marketing Project – Oral Presentation (English) 10% 50

Marketing Project – Written Work (Spanish) 15% 75

Total 100% 500

NOTE: The rubrics to be used for these evaluations are included at the end of the

module. The student will be evaluated in terms of their dominion of the content

of the course and, also the dominion of the languages both English and Spanish.

Description of the Evaluation Process:

1. Attendance: Attendance is mandatory, and being punctual reflects a

professional ethic. The student will earn up to 5 points per workshop

based on attendance. Missing attendance to one workshop can affect the

final grade since student will lose points not only by attendance but

participation, reflective journal and other activities as well. The



2. Facilitator will evaluate each student attendance using the rubric in

Appendix D.

3. Participation: All students are expected to attend class prepared to

discuss workshop topics and, to actively participate in class. Class

participation throughout the course should be in the language of the

workshop. The student can receive up to 15 points per his/her

participation on each workshop. At the end of each workshop, the

Facilitator will evaluate the student’s class participation using Appendix

D. The Facilitator will provide feedback to each student in regards of

participation and contribution.

4. Reflective Journals: The Reflective Journal must be written in the

language of the workshop and it must be written in a narrative essay

form, one page long, in APA style on a weekly basis. The journal is a

continuous narrative where the student will write everything that

documents the growth of his/her knowledge in class. The journals will be

part of the digital portfolio grade and should be included inside the

portfolio.

5. Written Proposal: Prior to the Second Workshop, students must bring a

written proposal of the Final Marketing Project (see detailed instructions

in assignments for Workshop 2). Al written work must follow latest

edition of APA style. To evaluate the written proposals, the facilitator

will use the rubric found on Appendix B.



6. Analysis of Mini-Cases and Work Scenarios: Students must prepare a

written essay or voice recording about a brief Case Study or Work

Scenario as part of the assignments on Workshop 3 and 4. Both

assignments must have a brief oral presentation and perform in the

designated language for the workshop. Each activity should be assigned

individually, but the Facilitator can modify it depending on the number of

students in the class.

7. Other Assignments: Students must write a one-page essay during

Workshop Two (2). The Facilitator will assign the subject prior to

writing the essay. This activity can be performed using Microsoft Word,

as the Facilitator will need to reserve use of the Mobile Lab. The

language for this essay must be English and this activity will have a value

of 30 points. In addition to the Essay Activity, students will use the

discussion board on Blackboard for assignments prior workshops three

and four, in which students will post their opinion and reply another

student about a subject discussed by the facilitator. Each Discussion

Board Assignment is worth 15 points. The rubric for all written works is

in Appendix B.

8. Exam: The Facilitator will place an exam on Blackboard. This test will

be available after Workshop 4 and it must be completed before Workshop

5. The exam must be 50% English and 50% Spanish. Format can be

multiple choice, short questions, work scenarios, etc. all at the



9. Facilitator’s discretion. Throughout the answers, students should show

evidence of mastering the subjects of the course.

10. E-Lab Activities: Students will obtain 5% of the total evaluation criteria

by performing language lab assignments and handing to the facilitator a

document signed by the Facilitator or a representative from the Learning

Resources Center or Language Laboratory, certifying compliance with a

minimum of ten hours of language laboratory (10 for English and 10 for

Spanish) for the course.

11. Course portfolio: Each student must prepare a digital portfolio. Prior to

the first workshop, the facilitator should place the last edition of the

official Performance Portfolio Assessment Handbook. During the first

workshop, the facilitator must discuss in detail the process and

expectations of the use of the digital portfolio to demonstrate linguistic

and academic progress to achieve the goal of becoming a dual language

professional.

12. Marketing Project: Students will be required to prepare a

comprehensive Marketing Project. This project should be individual, but

the Facilitator can modify this activity depending on the class size.

Specific instructions are found in the First Workshop and in Appendix G.

Book(s)

Wheelen, T. L. & Hunger, J. David (2007). Strategic Management and

Business Policies



(10th ed.) Pearson Education. ISBN: 978-9-70260878-3

You can access this book on Google Books:

http://books.google.com.pr/books?id=UyYks_L0Wr8C&pg=PA369&lp

g=PA369&d

q=Tabla+EFAS&source=bl&ots=bxeQikm9eU&sig=QB6CNFJMsc752

XMPmystY

3Vpg0k&hl=en&ei=VLFrTYrALY-tgQfvr-

zKCg&sa=X&oi=book_result&ct=result&resnum=4&ved=0CC4Q6A

EwAw#v=one

page&q=Tabla%20EFAS&f=false

Farris, P. W., Bendle, N. T., Pfeifer, P. E. & Reibstein, D. J. (2010).

Marketing Metrics: The Definitive Guide to Measuring Marketing

Performance (2nd ed.) Pearson Education, Inc. IBSN: 978-0-13-705829-7

Kerin, R.A. & Peterson, R.A. (2010). Strategic Marketing Problems Cases

and Comments. (12th ed.) Pearson-Prentice Hall. ISBN: 978-0-13-610706-

4

Vicente, M. A., (2009). Marketing y Competitividad: Nuevos Enfoques para

Nuevas Realidades. (1st ed.) Pearson Education. ISBN: 978-9-87615071-2

E-books and Electronic Resources

Hague, Paul (2008) Practical Guide to Market Research. Grosvenor House

Publishing

ISBN 1-905529-30-9 Retrieved from: http://www.b2binternational.com/b2b-

blog/b2b-presentations/free-ebook-a-practical-guide-to-market-research/

Marketing Case Studies













http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20

management

Text Books by Chapter


Library System

Turabo University (access to some resources will require your

email and password)


Data Bases


Library Catalog


Universidad del Este (access to some resources will require your email

and password)


Data Base


Library Catalog


Universidad Metropolitana (access to some resources will require your

email and password)


Data Base

http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20mana

http://www.icmrindia.org/casestudies/Case_Studies.asp?cat=marketing%20mana
















Important electronic links:

American Psychological Association Manual (APA)


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

m

Plagiarism and Copyrights

http://www.suagm.edu/umet/biblioteca/se_biblioteca_derecho_autor.

asp


Student Information: Publications, policies, manuals, etc.




http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministr

ativas

Subgraduado2009.pdf

Note: If you cannot access the links offered on this module, feel free to

search other websites that can help you find the information you need.

Some of these websites are:




















www.Findarticles.com


The Facilitator can make changes on the links or add other websites if deems

necessary.

You can visit the following tutorials about Blackboard Tools:

1. Foro de Discusión ( Discussion Board)

2. Chat

3. Group Pages

4. E-mail

5. Cotejar Notas

6. Acceder a un curso

7. Someter una tarea

8. Enviar correo electrónico

9. Audio con audacity

10. Video con windows moviemaker

You can also learn from tutorials about how to use the Library Resources:


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

riales.htm

Universidad del Turabo









http://www.suagm.edu/SUAGM/mycampus/participar-foro_demo/participar-foro_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/chat/Chat.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/GroupPages/Group_Pages_Discussion_Board.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/Induccion/email/Send%20Email%202.htm

http://www.suagm.edu/SUAGM/mycampus/como-cotejar-mis-notas_demo/como-cotejar-mis-notas_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-acceder_demo/como-acceder_demo.htm

http://www.suagm.edu/SUAGM/mycampus/como-someter_demo/como-someter-una-tarea_demo.htm

http://www.suagm.edu/SUAGM/mycampus/correo-electronico-con-sin-anejo_demo/correo-electronico-con-sin-anejo_demo.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/audacity/Audacity.htm

http://www.suagm.edu/SUAGM/CETED/Tutoriales/moviemaker/Moviemaker.htm







Description of Course Policies

This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-

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

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

either English or Spanish, strictly using the 50/50 model. This means that each

workshop will be conducted entirely in the language specified for the workshop.

The language used in each workshop needs to be alternated to insure that 50% of

the course is conducted in English and 50% in Spanish. To maintain this

balance, the course module will indicate that both languages must be used during

the fifth workshop, dividing the workshop activities between the two languages.

The first two hours will be in Spanish and the last two hours in English. The

50/50 model does not apply to language courses where the delivery of instruction

must be conducted in the language taught (Spanish or English only).

1. The course is conducted in an accelerated and dual language format. This

requires that students prepare in advance for each workshop according to the

course module. Students must be structured, organized, committed, and

focused to ensure linguistic and academic success. In order to achieve

proficiency expectations in English and in Spanish, the student must strive to

take advantage of all language resources in the university and in their

community since becoming a dual language professional is a complex and

challenging task. Each workshop requires an average of ten hours of

preparation, but could require more.



2. Attendance to all class sessions is mandatory. A student who is absent to a

workshop must present a reasonable excuse to the facilitator who in turn will

evaluate the reason for the absence. If it is justified, the facilitator will decide

how the student will make up the missing work, if applicable. The facilitator

will decide on the following: allow the student to make up the work, or allow

the student to make up the work and assign extra work to compensate for the

missing class time.

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

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

late assignments and/or make-up work.

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

the following options:

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

grade level based on the student’s existing grade.

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

two grade levels based on the student’s existing grade.

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

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

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

facilitator may determine a substitute evaluation activity if he/she

understands that an equivalent activity is possible. This activity must include

the same content and language components as the oral presentation or special

activity that was missed.



5. In cooperative learning activities, the group will be assessed for their final

work as a group. However, each member will have to collaborate to assure

the success of the group. Students will also receive an individual grade for

their work.

6. It is expected that all written work will be solely that of the student and

should not be plagiarized. That is, the student must be the author of all work

submitted. All quoted or paraphrased material must be properly cited, with

credit given to its author or publisher. It should be noted that plagiarized

writings are easily detectable and students should not risk losing credit for

material that is clearly not their own. SafeAssignTM, a Blackboard

plagiarism deterrent service, will be used by the facilitators to verify

students’ ownership of written assignments. It is the student’s

responsibility to read the university’s plagiarism policy. If you are a UT

student, read Section 11.1 of the Student Manual, and if you belong to UMET

or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.

Ethical behavior is expected from the students in all course related activities.

This means that ALL papers submitted by the student must be original work,

and that all references used will be properly cited or mentioned in the

bibliography. Plagiarism will not be tolerated and, in case of detecting an

incidence, the student will obtain a zero in the assignment or activity and

could be referred to the Discipline Committee.

7. In order for the Facilitator to make changes to activities and the study guide,

the Faculty and Curriculum Director must approve such changes before the



8. first day of class. The Facilitator must discuss the approved changes with

students in the first class workshop. A written copy of the changes must also

be provided to students at the beginning of the first workshop.

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

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

available.

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

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

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

allowed to the classrooms.

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

community established by the institution, and in this course.

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

notify the facilitator immediately but do not stop your investigation. There are

many search engines and other links you can use to search for information.

These are some examples:

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

http://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:

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

or needs to administer a questionnaire or interview individuals, he/she must

comply with the norms and procedures of the Institutional Review Board

Office (IRB) and ask for authorization. To access the forms from the IRB

Office or for additional information, visit the following link:

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

needed. Furthermore, in this Web site the student/facilitator will find

instructions for several online certifications related to IRB processes. These

certifications include: IRB Institutional Review Board, Health Information


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



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



Teaching Philosophy and Methodology

The activities for the course reflect the educational philosophy of Constructivism.

Constructivism is an educational philosophy founded on the premise that, by

reflecting on our experiences, we construct our own understanding of the world

in which we live.

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

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

adjusting our mental models to accommodate new experiences.

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

connections between their prior knowledge of facts, and fostering new

understanding that is relevant to real life experiences. We will also attempt to

tailor our teaching strategies to student responses and encourage students to

analyze, interpret, and predict information.

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

issues around which students are actively trying to construct meaning.



Meaning requires understanding “wholes” as well as “parts”. The “parts” must

be understood in the context of “wholes”. Therefore, the learning process focuses

on primary concepts, not isolated facts.

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

use to perceive the world, and the assumptions they make to support those

models.

3. The purpose of learning is for an individual to construct his or her own

meaning, not just memorize the "right" answers and regurgitate someone

else's meaning. Since education is inherently interdisciplinary, the only

valuable way to measure learning is to make assessment part of the learning

process, thus ensuring that it provides students with information on the

quality of their learning.

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

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

perspectives of the world.

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



TALLER UNO

Administración estratégica

Objetivos específicos de contenido:

Al finalizar el taller, el/la estudiante será capaz de:

1. Reconocer los beneficios de la administración estratégica en la

toma de decisiones empresariales.

2. Identificar los factores que sirven de catalítico para generar

cambios en las organizaciones.

3. Utilizar herramientas de mercadeo básicas para la generación de

información pertinente para el análisis de necesidades y oportunidades

de la empresa.

4. Redactar adecuadamente una propuesta en la que plantee con

certeza el problema o situación que se pretende trabajar.

Objetivos específicos de lenguaje:

Al finalizar el taller, el/la estudiante podrá:

1. Escuchar: Aplicar conceptos teóricos luego de escuchar la discusión del

facilitador sobre el proceso de administración estratégica.

2. Hablar: Participar activamente durante la clase, utilizando términos de

vocabulario adecuados y pronunciando todas las palabras de manera

clara, durante la discusión en clase, sobre cómo utilizar herramientas de

análisis que generen oportunidades estratégicas de negocio.



3. Leer: Comprender los conocimientos expuestos en algunos de los libros

de recurso sobre la metodología y preparación de un proyecto de

mercadeo.

4. Escribir: Redactar una propuesta del proyecto final de mercadeo en

formato APA (última edición) utilizando el vocabulario correcto y sin

errores gramaticales o de sintaxis.

Enlaces electrónicos:

Biblioteca Virtual


Tema: Gerencia de mercadeo y su rol dentro de la organización.

http://www.springerlink.com/content/t3m3762265137rm2/

http://www.marketingpower.com/ResourceLibrary/Pages/default.aspx

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/

AMA%20Journals/Journal%20of%20Marketing/TOCs/SUM_2011.2/the_eff

ect_of_goal_visualization.aspx

Tema: Análisis de fortalezas, debilidades, oportunidades y amenazas (SWOT)

http://erc.msh.org/quality/ittools/itswot.cfm

Tema: Análisis de fuerzas políticas, económicas, sociales y tecnológicas (PEST)

http://tutor2u.net/business/strategy/PEST_analysis.htm

Tema: Matriz del Boston Consulting Group (BCG Matrix)

http://www.brs-inc.com/models/model14.asp


http://www.springerlink.com/content/t3m3762265137rm2/

http://www.marketingpower.com/ResourceLibrary/Pages/default.aspx

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Journals/Journal%20of%20Marketing/TOCs/SUM_2011.2/the_effect_of_goal_visualization.aspx





http://erc.msh.org/quality/ittools/itswot.cfm

http://tutor2u.net/business/strategy/PEST_analysis.htm




Tema: Segmentación de mercados y conducta del consumidor

http://www.businessplans.org/Segment.html

http://ohioline.osu.edu/cd-fact/1253.html

http://www.claritas.com/MyBestSegments/Default.jsp

Asignaciones antes del taller:

1. REQUISITO DE E-LAB: Tome los exámenes de lenguaje en español y

en inglés en el programa Tell Me More. Entregue una copia del resultado

al facilitador al comienzo del taller.

2. Lea cuidadosamente la descripción y los objetivos del curso y de los

talleres. Prepárese para formular cualquier pregunta sobre el módulo al

facilitador.

3. Lea y revise la última edición del estilo de escritura APA. Todos los

trabajos escritos asignados deberán utilizar el estilo de escritura APA

para la redacción de ensayos, citas, referencias, definiciones y/o

conceptos teóricos. Deben ser enviados al facilitador del curso antes de

cada taller a través de Blackboard. Será la discreción del facilitador el

aceptar trabajos en papel o por correos electrónicos que no sean de

SUAGM.

4. Lea cuidadosamente el manual de portafolio digital, este debe

encontrarse bajo la sección de documentos del curso en la plataforma de

Blackboard. Venir preparado para discutirlo en el primer taller.

5. Busque información relacionada con los siguientes conceptos o temas:

http://www.businessplans.org/Segment.html

http://ohioline.osu.edu/cd-fact/1253.html

http://www.claritas.com/MyBestSegments/Default.jsp



a. Administración estratégica

b. Gerencia de mercadeo estratégica

Prepare un resumen escrito de cada tema y lleve a clase. Anote las

referencias en estilo APA.

6. Utilice la Biblioteca Virtual y realice una investigación sobre las

siguientes herramientas de mercadeo para generar análisis. Prepare una

tabla en MS Word describiendo cada herramienta. Incluya ventajas y

desventajas.

a. Análisis FODA

b. Matriz del Boston Consulting Group

c. Investigación de mercadeo

d. Otras (Ejemplo: 5 Fuerzas de Porter)

7. Comience a practicar sus destrezas de español utilizando Tell Me More.

8. Comience a preparar su portafolio digital de acuerdo al manual.

9. Comience a preparar un glosario de términos donde definirá el

vocabulario de este y los demás talleres.

Vocabulario clave de la lección:

1. Plan de mercadeo

2. 5 Fuerzas de Porter

3. BCG Matrix

4. Planificación estratégica

5. Análisis D.A.F.O (SWOT)

6. Las 4 P’s de Mercadeo



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

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

usarán en el taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica dirigida

_√_ Práctica independiente

_√_ Instrucción comprensible

C. Opciones para Agrupamiento

_√_ Grupo completo

_√_ Grupos pequeños

_√_ Pares

_√_ Trabajo independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades dinámicas de aplicación

_√_ Significativas y relevantes

_√_ Rigurosas

_√_ Alineadas con los objetivos

_√_ Promueven participación

A. Preparación

_√_Adaptación de contenido

_√_ Enlaces al conocimiento previo

_√_ Enlaces al aprendizaje previo

_√_ Estrategias incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Metacognoscitivo

_√_ Socio/Afectivo



Actividades integradas de contenido y lenguaje para lograr los objetivos del

taller (contenido y lenguaje):

1. El facilitador se presentará e indicará los canales de comunicación,

horario y días de contacto.

2. Luego de que todos los participantes del curso se presenten en una

actividad “rompe-hielo”, los estudiantes seleccionarán al representante

estudiantil.

3. El facilitador expondrá los objetivos, metodología de facilitación,

expectativas, descripción de los criterios de avalúo y cada una de las

matrices de valoración del curso.

4. El facilitador ofrecerá información sobre todas las asignaciones del curso

y establecerá las fechas de entrega de todas las tareas y administración de

pruebas.

5. El facilitador explicará la forma de enviar tareas a través de la plataforma

de Blackboard.

6. Los estudiantes se reunirán en grupos pequeños para discutir el proceso

del portafolio digital según el manual oficial. El/la facilitador/a les

explicará el proceso de cómo preparar, mantener y entregar el portafolio

digital.

7. El facilitador(a) explicará el proceso para el proyecto de mercadeo que

los estudiantes presentarán en el taller 5. Queda a discreción del

facilitador(a) si dicho proyecto se trabajará individualmente o en

equipos. Si se trabaja en equipos, se recomienda crear grupos de dos a



tres estudiantes.

8. Cada estudiante o equipo identificará una empresa o entidad para la que

le gustaría desarrollar su proyecto de mercadeo. Se recomienda que

escoja la empresa para la cual trabaja ya que se entiende que facilitará la

obtención de información necesaria para el diseño y desarrollo del

proyecto. También, puede seleccionar una empresa para la cual le

gustaría trabajar o hacer trabajo voluntario. Por otro lado, el facilitador

tiene la potestad de hacer una lista con una pre-selección de industrias,

negocios, productos o servicios y distribuirla a los estudiantes para que

se logre variedad y evitar repetición en los proyectos de mercadeo.

9. Los estudiantes se dividirán en parejas y discutirán los conceptos de

vocabulario correspondientes al taller.

10. La clase se dividirá en grupos. Siguiendo las instrucciones del facilitador,

cada grupo trabajará con una herramienta de mercadeo para generar

análisis.

11. Luego de una discusión de varias herramientas de análisis para determinar

estrategias, la clase se dividirá en grupos para hacer un análisis FODA de

un negocio, producto o servicio previamente seleccionado por el

facilitador.

12. El facilitador resumirá los puntos más importantes de los temas

presentados durante la clase. Luego, procederá a discutir los temas y

asignaciones para el próximo taller.



13. El facilitador creará un foro de discusión en Wimba Voice que será

trabajado como asignación para el próximo taller.

Evaluación:

1. Individual: El facilitador utilizará el Anejo B para evaluar la adquisición

del lenguaje durante el taller.

2. Grupal: El facilitador utilizará el Anejo F para evaluar la participación en

grupo.

3. Escrito: El facilitador utilizará el Anejo B para evaluar los trabajos

escritos/resúmenes o abstractos.

4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el

cumplimiento de los objetivos específicos de lenguaje para el taller.

Cierre del taller:

1. Individual: Los estudiantes harán su evaluación del taller completando

el diario reflexivo y lo entregarán al facilitador al finalizar el taller.

2. Grupal: La clase se dividirá en grupos pequeños para preparar una lista

focalizada sobre el tema central del taller. (Ver Anejo H)



WORKSHOP TWO

Analysis of the Environment

Specific Content Objectives:

At the end of this workshop, students will be able to:

1. Identify the most important internal and external factors of organizations

that can influence the decision making on business strategies.

2. Use the following analysis tools: SWOT, EFAS and IFAS Table, BCG

Matrix, Barney’s VRIO Framework, Porter’s Five Forces Model and

PESTEL Framework.

3. Identify potential marketing strategies based on the analysis tools.

4. Perform an Industry Analysis to understand the competitive forces that

have control over a market.

5. Select and apply correctly a marketing research to generate pertinent data

for any particular decision making or problem-solution.

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Understand all the analysis tools after listening to the

facilitator’s presentation.

2. Speaking: Participate actively, using the oral academic vocabulary, to

respond questions from the facilitator about the Industry Analysis.

3. Reading: Analyze potential marketing strategies from reading the

analysis tools.



4. Writing: Demonstrate a good control of spelling, punctuation,

capitalization, and other writing conventions in the essay assigned during

class.

Electronic Links (URLs):

Virtual Library


TOPIC: SWOT and other analysis tools

http://www.quickmba.com/strategy/swot/

http://www.swotmatrix.com/

http://pestel-analysis.com/

http://www.quickmba.com/strategy/pest/

http://hbr.org/2008/01/the-five-competitive-forces-that-shape-strategy/

http://www.mindtools.com/pages/article/newTMC_08.htm

http://www.quickmba.com/strategy/porter.shtml

http://www.slideshare.net/ashwiniMP/applying-the-vrio-framework-1


http://www.scribd.com/doc/24035048/5-Strategy-Formulation-Business-Strategy

TOPIC: Marketing Research

http://www.quickmba.com/marketing/research/

Assignments before the Workshop:

1. REQUIRED LANGUAGE E-LAB: As part of the language study

required activities (E-lab), use Tell Me More to read and pronounce


http://www.quickmba.com/strategy/swot/

http://www.swotmatrix.com/

http://pestel-analysis.com/

http://www.quickmba.com/strategy/pest/

http://hbr.org/2008/01/the-five-competitive-forces-that-shape-strategy/

http://www.mindtools.com/pages/article/newTMC_08.htm

http://www.quickmba.com/strategy/porter.shtml

http://www.slideshare.net/ashwiniMP/applying-the-vrio-framework-1


http://www.scribd.com/doc/24035048/5-Strategy-Formulation-Business-Strategy

http://www.quickmba.com/marketing/research/



2. concepts related to business strategies. Students must prepare to

participate in a group activity.

3. The students must prepare the Marketing Project Proposal. The

proposal should be based on a realistic business scenario, using the

guidelines the Facilitator provided on Workshop One. The project can

be in groups or individually, as per instructions from the Facilitator.

The Proposal is worth 25 points and it must include the following

parts:

a. Name and information about the company: Include website,

contact information, and address.

b. Organization History: Brief history about the selected

organization, its structure, cultural philosophy, products and

services, target market, client demographics, etc.

c. Situation Summary: General idea of the project and what you

are proposing to perform.

d. Project Need or Justification: brief description of the reasons to

perform this Marketing Project, it is basically the reasons of the

company for developing a marketing strategy.

e. Project Stages: It explains the process to follow during the

development and implementation of the Marketing Project. It

can include a brief schedule of the development and

implementation stages.



f. Budget and Resources: Description of estimated cost, time,

resources of each part, and which control tools will be used to

make sure data is accurate.

g. Conclusion: Expected results of the Marketing Strategy and

how the student will benefit from the experience. Students must

explain which skills were developed during the making of this

project.

h. Send it to NetTutor for feedback. Make changes if needed and

send to the facilitator via e-mail.

4. Students will prepare a brief PowerPoint Presentation about the

Marketing Project Proposal. Be prepared to present it during class.

5. Prepare the cover page, introduction, and Biography of the portfolio.

Students must come hand over the digital portfolio to the facilitator for

proper assessment and feedback during Workshop Three.

6. Read about the business strategies analysis tools featured on the content

objectives of this workshop. Prepare a list and bring them to class.

7. Continue working with your digital portfolio.

8. Begin practicing your English language skills using Tell Me More.

9. Answer the Wimba Voice board created by the facilitator.

10. Continue working with your glossary of terms.

11. Prepare a 2-page descriptive essay about Michael Porter’s Five Forces

Model. Use APA style and include references. Bring the essay to class.



Key Core Vocabulary:

1. SWOT Analysis

2. PESTEL

3. VRIO Framework

4. EFAS and IFAS Tables

5. Michael Porter’s Five Forces Model

6. BCG Matrix

7. Competitive Advantage

8. Qualitative research

9. Quantitative research



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

used in the workshop.

Integrated Activities:

1. The facilitator will engage the students in a short review of the last workshop’s

B. Scaffolding

_√_ Modeling

_√_ Guided Practice

_√_ Independent Practice

_√_ Comprehensible Input

C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners

_√_ Independent Work

D. Integration of Processes

_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on

_√_ Meaningful/Relevant

_√_ Rigorous

_√_ Link to Objectives

_√_ Promote Engagement

A. Preparation

_√_ Adaptation of Content

_√_ Links to Background Knowledge

_√_ Links to Past Learning

_√_ Strategies Incorporated

CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive

_√_ Meta-cognitive

_√_ Social/Affective



material and answer any questions or concerns students might have.

2. Using a Power Point presentation, each student will share with the class the

Marketing Project Proposal. Depending on the size of the class, each presentation

should take from 5 to 10 minutes, including the feedback from the facilitator.

3. Students will exchange their essays. Each student will have 5 minutes to read the

essay and to offer constructive feedback.

4. Students will discuss the aspects of the SWOT, EFAS and IFAS Tables, BCG

Matrix, Barney’s VRIO Framework, Porter’s Five Forces Model, and PESTEL

Framework. The facilitator can choose from a variety of alternatives (video,

discussion, PowerPoint presentation, etc.) for this activity.

5. Depending on the size, class will be divided in pairs. The facilitator will give each

pair a company, product, or service name and each pair must perform one of the

analysis tools discussed in the prior activity. After approximately 20 minutes,

each pair must write or draw a chart or table with their findings from the analysis

and present it to the rest of the class.

6. Based on the analysis tools performed in the previous activity, each pair of

students will switch their charts with another group (pair of students) in order to

identify the top possible strategies to enhance or change a current situation of the

selected business, product, or service.

7. Class will be divided into small groups. Each group must draw a Venn diagram

for quantitative and qualitative research. After a brief discussion with the

facilitator, each group will discuss different types of research methods and how to

use them to select potential marketing strategies.



8. Each group must draw a circle map with the word “Industry Analysis” in the

middle circle; then draw the exterior circles with all the external factors to

consider during an Industry Analysis, for a business organization. After a brief

discussion with the facilitator, each group will apply the flowchart to a simulated

situation assigned by the facilitator.

9. The facilitator should have a “Question and Answer” session with students to

clarify any questions, change of action plan, or any other subject regarding to the

final Marketing Project.

10. The facilitator will discuss the assignments for the next workshop and will create

a discussion board in Blackboard as an assignment for the next workshop.

Assessment:

1. Individual: The facilitator will use Appendix C in order to assess the student’s

reflective journal.

2. Group: The facilitator will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B to assess essays/written

reports/summaries or abstracts.

4. Oral: The facilitator will use Appendix A to assess the specific language

objectives for the workshop.

Lesson Wrap-Up:

1. Individual: Each student will write on an index card, 3 things they have learned,

2 things they have a question about, and 1 thing they want the instructor to know.

The facilitator will pick up the cards and randomly read some of them.



2. Group: Class will be divided in two groups. Each group will construct clues

(riddles) about the key terms and quiz the other group.



TALLER TRES

Diseño de estrategias y política organizacional



1. Utilizar la matriz SFAS (Strategic Factors Analysis Summary) para

sistematizar la información recopilada sobre el ambiente de la organización.

2. Aplicará el análisis de cartera para la identificación y diseño de estrategias.

3. Diseñará alternativas estratégicas y tácticas para la solución de problemas y/o el

logro de los objetivos de la institución o empresa.

4. Podrá definir las políticas institucionales necesarias para la implementación de

las estrategias.



1. Escuchar: Analizar la matriz de SFAS, luego de escuchar la discusión del

facilitador y las exposiciones de los compañeros de clase.

2. Hablar: Definir mediante exposiciones orales, las políticas institucionales

necesarias para la implementación de las estrategias, utilizando términos de

vocabulario adecuados y pronunciando todas las palabras de manera clara.

3. Leer: Comprender cómo identificar posibles estrategias de mercadeo, por medio

de la lectura de herramientas de análisis y textos en español.



4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis

para la escritura del foro de discusión y el diario reflexivo sobre los temas

discutidos en el taller.


Biblioteca Virtual


Tema: Matrices de diagnóstico, SFAS, matriz 360 y análisis de la cartera de productos

http://books.google.com.pr/books?id=1vbWZtHcHrQC&pg=PA107&lpg=PA107&dq=s

t rategic+factors+analysis+summary&source=bl&ots=pUWo-IuqF0&sig=ths-

KSNnH0_SFiJNEle06yP8DpA&hl=en&ei=4OFrTfu4N4nQgAf60unLCg&sa=X&oi=bo

ok_result&ct=result&resnum=7&ved=0CDgQ6AEwBjgo#v=onepage&q=strategic%20f

actors%20analysis%20summary&f=false

http://www.slideshare.net/pedrovizueta/modelo-de-analisis-de-cartera-de-negocios-y-el-

plan-de-marketing-presentation

http://www.marketing-xxi.com/analisis-de-la-cartera-de-productos-44.htm

Tema: Ventaja competitiva

http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/1994/

58/2/9406201522.aspx


1. Requisito laboratorio de idiomas/laboratorio electrónico: Complete las horas


http://books.google.com.pr/books?id=1vbWZtHcHrQC&pg=PA107&lpg=PA107&dq=strategic+factors+analysis+summary&source=bl&ots=pUWo-IuqF0&sig=ths-KSNnH0_SFiJNEle06yP8DpA&hl=en&ei=4OFrTfu4N4nQgAf60unLCg&sa=X&oi=book_result&ct=result&resnum=7&ved=0CDgQ6AEwBjgo#v=onepage&q=strategic%20factors%20analysis%20summary&f=false








http://www.slideshare.net/pedrovizueta/modelo-de-analisis-de-cartera-de-negocios-y-el-plan-de-marketing-presentation



http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/199

http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/199

http://www.marketingpower.com/ResourceLibrary/JournalofMarketing/Pages/1994/58/2/9406201522.aspx



del laboratorio de idiomas.

2. Cada estudiante o grupo preparará un informe escrito y una breve

presentación oral sobre el análisis de la información recopilada para el

proyecto de mercadotecnia en el que aplicará las matrices de diagnóstico y

análisis así como otras herramientas que estime adecuadas.

3. Asignación de mini - caso # 1:

Usted ha sido contratado como consultor independiente para elaborar un plan

estratégico para una organización loca sin fines de lucro dedicada a ayudar a

los niños de la comunidad. Este movimiento persigue formar el carácter de los

niños y jóvenes a través de actividades divertidas y de alta aventura en la que

se exponen a situaciones donde deberán tomar decisiones importantes para la

estabilidad y supervivencia del grupo. Este es un movimiento establecido hace

más de 100 años a nivel mundial y que lleva en la comunidad varios años. El

capítulo local se divide a su vez en regiones o condados. Esta organización se

mantiene, básicamente, por la aportación de los padres que pagan una

matrícula básica para registrar a los chicos, a los padres ya líderes adultos así

como a aportaciones de empresas y programas delineados para la recaudación

de fondos. Aunque el programa del movimiento está dirigido

fundamentalmente a los niños y jóvenes, los padres juegan un rol medular en

el desarrollo e implementación del programa para el cual se provee

adiestramiento a líderes y jóvenes adultos que deseen mantenerse activos en el

movimiento.

Sin embargo, en la última década, la matrícula ha decaído tanto en cantidad de



unidades como en cantidad de niños inscritos por unidad. Así como en cuanto a

la cantidad de líderes voluntarios. Datos importantes:

Dato #1: La imagen y percepción del movimiento se ha visto afectada por una

recesión económica. Muchos padres y líderes ven el Programa como uno

costoso e inaccesible a todos los sectores socioeconómicos.

Dato #2: La(s) campaña(s) de recaudación de fondos Capitular no está(n) siendo

apoyada(s) a nivel de todas las unidades.

Dato # 3: Se está confundiendo este grupo con otro grupo que reúne niños y

niñas en horarios extracurriculares para realizar actividades educativas y de

diversión.

Dato # 4: La concientización o reconocimiento del programa (awareness)

ha bajado a un 18% de un 54% hace dos décadas.

Dato # 5: Los líderes de las unidades no se sienten apoyados por el distrito

ni por el capítulo.

Dato # 6: Muchos padres no se integran a programa junto a sus hijos.

Dato # 7: Durante las actividades de reclutamiento se ofrecen programas de

actividades al aire libre que luego no se ejecutan en las Unidades.

Dato # 8: La cantidad de líderes voluntarios ha mermado un 36% por lo que

los voluntarios activos se ven obligados a ejecutar varias funciones dentro

de las unidades simultáneamente con tareas a nivel de distrito y de capítulo.

Utilizando las matrices y herramientas de diagnóstico y análisis prepare

un informe escrito de al menos tres páginas que incluya el análisis de la



situación, identificación de prioridades y estrategias de mercadeo para

generar interés y aumentar la matrícula de esta organización. Utilice

estilo APA e incluya las referencias. Envíe a NetTutor para

retroalimentación.

Nota: Esta asignación tiene un valor de 25 puntos. El estudiante puede hacer

referencia a cualquier grupo o entidad similar que le sea familiar para

enmarcar el caso más concretamente de manera que le resulte pertinente y le

genere mayor interés. También, el facilitador(a) puede añadir, eliminar o

modificar la información según su discreción para adaptarla al tema específico

que desee enfatizar o estudiar.

4. Actualice el portafolio digital, incluyendo el diario reflexivo sobre el taller

anterior.

5. Conteste el foro de discusión en Blackboard creado por el facilitador.

6. Continúe trabajando con su glosario de términos.

Vocabulario clave de la lección:

1. SFAS (Strategic Factors Analysis Summary)

2. Análisis de cartera

3. Estrategias y tácticas

4. Desarrollo e implementación de políticas institucionales

5. Matriz de prioridades



6. Integración vertical y crecimiento horizontal

7. Alianza estratégica

8. Riesgo



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

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

taller.

B. Andamiaje

_√_ Modelaje

_√_ Práctica dirigida

_√_ Práctica independiente

_√_ Instrucción comprensible

C. Opciones para Agrupamiento

_√_ Grupo completo

_√_ Grupos pequeños

___ Pares

_√_ Trabajo independiente

D. Integración del Proceso

_√_ Escuchar

_√_ Hablar

_√_ Leer

_√_ Escribir

E. Aplicación

_√_ Actividades dinámicas de aplicación

_√_ Significativas y relevantes

_√_ Rigurosas

_√_ Alineadas con los objetivos

_√_ Promueven participación

A. Preparación

_√_Adaptación de contenido

_√_ Enlaces al conocimiento previo

_√_ Enlaces al aprendizaje previo

_√_ Estrategias incorporadas

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

_√_ Cognoscitivo

_√_ Metacognoscitivo

_√_ Socio/Afectivo



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

(contenido y lenguaje):

1. Los estudiantes se reunirán en parejas para resumir los temas de la clase

anterior y aclararán los temas más confusos con el/la facilitador/a.

2. El facilitador presentará y explicará los objetivos correspondientes al taller.

3. Cada estudiante presentará el informe oral de progreso (asignación # 2) de su

proyecto de mercadotecnia en un PowerPoint sencillo para la aprobación de

continuidad del mismo por el/la facilitador/a. El/la facilitador/a intervendrá

durante las presentaciones para aclarar puntos presentados por los grupos o

contestar preguntas de los estudiantes sobre algún punto en particular.

4. El facilitador(a) formará equipos de tres a cuatro estudiantes para que discutan el

mini-caso y presenten el consenso del análisis y las estrategias que recomiendan

para resolver la situación que se presenta. Esta actividad debe generar un debate

entre los grupos sobre cuáles de las recomendaciones estratégicas es más

adecuada y efectiva. Esta actividad debe cubrir como se pueden identificar

posibles estrategias y soluciones de problemas de una organización.

5. La clase se dividirá en grupos para escribir una tabla de matriz de SFAS, en la

cual se asignan valores las estrategias más importantes de algunos ejemplos

provistos por el facilitador. Luego, el/la facilitador/a mostrará un video o

presentación en PowerPoint, aclarando cualquier duda sobre este tema.

6. El facilitador conducirá una sesión de torbellino de ideas para explorar las

políticas institucionales necesarias para la implementación de estrategias.

7. Los estudiantes discutirán el tema trabajado en el foro de discusión.



8. Los estudiantes se reunirán en parejas y prepararán un diagrama de burbuja sobre

el aprendido durante el taller.

9. El facilitador procederá a discutir los temas y asignaciones para el próximo taller.

10. El facilitador asignará un mini-caso o escenario por grupo. Este se trabajará en el

taller 4.

11. Los estudiantes deberán enviar el portafolio digital para retroalimentación

preliminar.

12. El facilitador creará un foro de discusión oral en Wimba que será completado como

asignación para el próximo taller.

Evaluación:

1. Individual: Los estudiantes harán un resumen sobre los conceptos aprendidos,

siguiendo el formato de diario reflexivo en el Anejo C.

2. Grupal: El facilitador(a) solicitará a los estudiantes que se dividan en grupos para

que preparen una lista focalizada sobre el tema central del Taller. Los estudiantes

se auto-evaluarán si entendieron todos los conceptos.

3. Escrito: El facilitador utilizará el Anejo B para evaluar los ensayos/trabajos

escritos/resúmenes o abstractos.

4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento de

los objetivos específicos de lenguaje para el taller.



Cierre del taller:

1. Individual: Los estudiantes compartirán con el resto de la clase los conceptos

discutidos en la clase y cómo podrían aplicarlos a su desarrollo profesional.

2. Grupal: La clase se dividirá en grupos pequeños para llevar a cabo un programa

de noticias, relacionados con los objetivos de contenido discutidos en el taller.



WORKSHOP FOUR

Implementation and Strategies Control of strategies

Specific Content Objectives:

At the end of this workshop, students will be able to:

1. Design programs, budgets, and procedures for the implementation of business

strategies.

2. Identify appropriate methods for implementing strategies based on the particular

situation of an organization.

3. Formulate action plans.

4. Select the appropriate personnel to complete implementation of strategies.

5. Develop control plans to assess the effectiveness of the implemented strategies

Specific Language Objectives:

At the end of this workshop, the student will be able to:

1. Listening: Identify how to design budgets and procedures for strategies, after

listening to the facilitator’s presentation and class discussion.

2. Speaking: Use the basic academic vocabulary during the oral presentation about

the weekly progress report of the Marketing Project and the Mini-case study

assignment.

6. Reading: Understand vocabulary words for the workshop, after reading the

definitions and additional information on the concepts.

3. Writing: Demonstrate a good control of spelling, punctuation, capitalization, and

other writing conventions on the written assignments.



Electronic Links (URLs):

Virtual Library


Subject: ISO Certifications

http://www.iso.org/iso/home.html

Subject: Economies of Scale

http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291468-0297

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Jo

urnals/Journal%20of%20International%20Marketing/TOCs/summary%20jun%2007/Wh

atDrivesjimjune07.aspx

Subject: Benchmarking

http://managementhelp.org/quality/bnchmrkg/bnchmrkg.htm

http://www.marketingpower.com/ResourceLibrary/JournalofMarketingResearch%28JMR

%29/Pages/2005/42/3/jmkr.42.3.346.aspx

Assignments before the Workshop:

1. REQUIRED LANGUAGE E-LAB: Each student must make a 3 minutes

voice recording on WIMBA Voice, about a subject provided by the facilitator,

related to the design of programs, budgets and procedures to implement

marketing strategies. Before starting this assignment, students must access the

following WIMBA tutorial: http://www.bilingualonline.net/manuals/e-

lab/Wimba/Wimba_Voice_EN.pdf


http://www.iso.org/iso/home.html

http://onlinelibrary.wiley.com/journal/10.1111/%28ISSN%291468-0297

http://www.marketingpower.com/AboutAMA/Pages/AMA%20Publications/AMA%20Journals/Journal%20of%20International%20Marketing/TOCs/summary%20jun%2007/WhatDrivesjimjune07.aspx





http://managementhelp.org/quality/bnchmrkg/bnchmrkg.htm

http://www.marketingpower.com/ResourceLibrary/JournalofMarketingResearch%28JMR%29/Pages/2005/42/3/jmkr.42.3.346.aspx



http://www.bilingualonline.net/manuals/e-lab/Wimba/Wimba_Voice_EN.pdf

http://www.bilingualonline.net/manuals/e-lab/Wimba/Wimba_Voice_EN.pdf



2. Search for information on the internet and other resources regarding the Core

Vocabulary section of the workshop. Continue working with your glossary of

terms.

3. Each student will write the weekly progress report about the final Marketing

Project. The part to be presented during this workshop is Implementation and

Control Plan. This progress report will be sent to the facilitator through the

Blackboard platform, prior to Workshop Four.

4. Each student must come prepared with a presentation to discuss the mini-case

study or scenario assigned at the end of Workshop 3. This assignment is worth 25

points.

5. Each student must continue working on the portfolio and on the final Marketing

Project, bringing any updates or questions to the facilitator.

6. Use the Virtual Library to find information about at least 3 companies that were

considered “Business of the Year” during the decade of the 1980’s and 90’s.

Check if they have kept their status during last decade. Do they still have that

recognition, or do they even exist? Take notes and bring them to class.

7. Continue working with the digital portfolio.

8. Continue practicing your English language with Tell Me More.

Key Core Vocabulary:

1. Viability or Feasibility

2. Standard Operational Standards (SOP)

3. Synergy

4. Organizational Life Cycle



5. Corporate Development Stages

6. Economies of Scale

7. Return on Investment (ROI)

8. Organizational Structures

9. ISO Certification

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

used in the workshop.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies (Cognitive Academic Language Learning Approach)

_√_ Cognitive





Integrated Activities:

1. The facilitator will engage the students in a short review of all the concepts

covered in the last workshop and answer any questions or concerns they might

have.

2. Students will perform their oral presentations on the weekly progress report of the

Marketing Project. Facilitator and other students can provide feedback.

3. Students (or groups, depending on what was assigned by the facilitator) will

perform their presentations of the assigned mini-case study or work scenarios.

The facilitator can complement this activity with feedback to each presentation.

4. Class will be divided into small groups. Use the notes taken when searching for

information about the top 10 companies. Each group will prepare a Concept Map

of the factors that are necessary to stay on top of the industry/market. With the

support of the facilitator, each group must discuss marketing action plans that

companies must make to stay at the top.

5. Class will be divided into small groups. Each group must present the most

effective marketing organizational chart for the selected marketing strategies

presented by the facilitator. The facilitator can choose from a variety of

alternatives (video, discussion panel, power point presentation, etc.) to

complement this activity.

6. Class will be divided in pairs. Facilitator will assign each pair an exercise to

calculate the economic impact of a specific marketing strategy. They will develop

a control plan to show how not to go over budget on the assigned marketing

strategy.



7. Students will prepare a Venn diagram to compare two topics determined by the

facilitator.

8. The facilitator will mention the topics that will be covered in the final exam.

9. The facilitator will open a brief session to answer any question related to the

workshop.

Assessment:

1. Individual: Students will write their Reflective Journals on the content of the

workshop. They must add it to the Digital Performance Portfolio.

2. Group: Students will use Appendix F to assess group participation.

3. Written: The facilitator will use Appendix B to assess essays, written reports,

summaries, or abstracts.

4. Oral: The facilitator will use Appendix A to assess the specific language

objectives for the workshop

Lesson Wrap-Up:

1. Individual: Students receive an envelope containing a card with a word or phrase

selected by the facilitator. Students discuss the concept and list the content-

specific vocabulary, necessary to discuss it.

2. Group: Class will be divided into small groups. Each group will present three key

ideas they think everyone should have learned.



Taller cinco/Workshop Five

Innovación y evolución de la organización

(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)

NOTA: Este taller es bilingüe. Tanto el

facilitador como los estudiantes deberán

utilizar el idioma asignado para cada tarea y

actividad ¡No mezcle los dos idiomas!

¡UTILICE SOLAMENTE UN

LENGUAJE A LA VEZ! Las primeras

dos horas se desarrollarán en español.

Las últimas dos horas, en inglés.

NOTE: This is a bilingual workshop. Both

the facilitator and the student must use the

language assigned for each homework and

activity. Do not mix both languages! USE

ONE LANGUAGE AT A TIME! KEEP

BOTH LANGUAGES SEPARATED! The

first two hours must be in Spanish. The last

two hours must be in English.



1. Utilizar la investigación de mercado como fuente de nuevas ideas y conceptos

innovadores.

2. Aplicar las etapas del desarrollo de nuevos productos y/o servicios.

3. Seguir el proceso de toma de decisiones estratégicas para formar nuevos

proyectos empresariales.

4. Reconocer la diferencia entre un proyecto empresarial, una pequeña empresa y

una organización sin fines de lucro.




1. Escuchar: Comprender cómo varias empresas desarrollan estrategias de mercadeo,

luego de escuchar la exposición en inglés y en español del proyecto final del resto

de los estudiantes, al igual que la discusión en español y en inglés del facilitador.

2. Hablar: Utilizar términos de vocabulario adecuados y pronunciar todas las palabras

de manera clara en inglés, durante las presentaciones orales finales y durante la

discusión final en español y en inglés sobre el curso.

3. Leer: Comprender y analizar un plan estratégico mediante el uso de la lectura en

inglés y en español de un proyecto de mercadotecnia.

4. Escribir: Utilizar las seis características del proceso de escritura (ver Anejo B) para

la redacción en español y en inglés del proyecto final en formato APA (6ta edición).


Biblioteca Virtual/Virtual Library


Tema: Planes estratégicos

http://managementhelp.org/strategicplanning/

http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/

http://www.elalmanaque.com/gerencia/art7.htm

http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica

http://www.introduction-to-management.24xls.com/es202


http://managementhelp.org/strategicplanning/

http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/

http://www.elalmanaque.com/gerencia/art7.htm

http://www.degerencia.com/articulo/proceso_de_gerencia_estrategica

http://www.introduction-to-management.24xls.com/es202



Tema: Innovación

http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-

Glen_Hodgson-VerEspa.pdf

http://www.navarra.es/NR/rdonlyres/D696EFD2-6AAA-4EF1-

B414E3A27109EA67/79806/02juanmulet.pdf


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

1. Complete su presentación oral del trabajo final.

2. Complete su glosario de términos.

3. Prepárese para el examen final repasando los temas discutidos durante el curso.

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

1. Complete your practice with Tell Me More.

2. Complete your written project.

3. Write a Reflective Journal on the content and language objectives of the workshop.

http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-Glen_Hodgson-VerEspa.pdf

http://camarapr.org/Eventos_NW/CumbreEdu/Sec1_OradorPrincipal-Glen_Hodgson-VerEspa.pdf

http://www.navarra.es/NR/rdonlyres/D696EFD2-6AAA-4EF1-B414-E3A27109EA67/79806/02juanmulet.pdf



Vocabulario académico clave (Debe

reflejar los objetivos y conceptos clave

del taller.) Verifique que el estudiante

domine el vocabulario clave en los dos

idiomas.

Ejemplo:

1. Planes estratégicos

2. Innovación del negocio

3. Agentes de cambio

Academic Core Vocabulary (Must

reflect objectives and important concepts

of the workshop.) Verify that the student

masters the core vocabulary in both

languages.

Sample:

1. Strategic Business Plan

2. Business Innovation

3. Agent of Change

List of Supplementary Materials for the Workshop:

1. Conceptual Maps

2. PowerPoint Presentations

4. Reading materials



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

the workshop.

1.

2.

3.

4.

5.

6.

7.

8.

B. Scaffolding

_√_ Modeling




C. Grouping Options

_√_ Whole Class

_√_ Small Groups

_√_ Partners



_√_ Listening

_√_ Speaking

_√_ Reading

_√_ Writing

E. Application

_√_ Hands-on


_√_ Rigorous



A. Preparation





CALLA Strategies

(Cognitive Academic Language Learning Approach)

_√_ Cognitive





Actividades Integradas:

Actividades en español para las primeras dos horas del taller:

1. El facilitador hará un resumen de la clase anterior y aclarará los temas más confusos para el

estudiante.

2. El facilitador explicará los detalles finales sobre el orden de las presentaciones finales y

cualquier duda que tenga el estudiante.

3. Los estudiantes expondrán sus presentaciones orales.

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

1. The facilitator will lead a brief question and answer session after each presentation.

2. The facilitator will randomly select some students to share with the rest of the class their

final conclusion of the digital portfolio.

3. The facilitator will collect all digital portfolios from students. Digital Portfolios must be

delivered on a CD format or a USB Drive, or as previously instructed by the facilitator.

4. Students will complete the end of course evaluation.

Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED BY

SECOND LANGUAGE PROFICIENCY LEVELS)

1. Individual: Students will assess the course by completing a Reflective Journal and turning

it in to the facilitator.

2. Group: Students poses answer/question to group about lesson; responses should come

from other students, not the facilitator.

3. Written/Oral: The facilitator will use the appendixes to assess the oral presentations and

the written works of each student.



Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP (These are activities to

determine if all students achieved the content and language objectives for the workshop.)

1. Individual: The student will choose and answer two questions from a generic list, about

today’s lesson.

2. Group: Class will be divided into four small groups to create a graphic representation of

their learning on a poster board. Students can either share out their posters or move from

station to station, writing questions or comments, noting similarities and differences.



APÉNDICES / APPENDIXES



APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

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

http://www.wida.us/



“Can Do”Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class 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



“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



“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)



“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.



APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC



Appendix B

Six-Traits of Writing Rubric

Student Name: Date:

Facilitator:

Course: Assignment:

Instructions: This rubric will be used to evaluate all written work done by the student in

both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and

Content) and write the score in the appropriate box. Select the criteria per level (6= highest,

1=lowest) that best reflects the student’s writing ability.

Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that you are

evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1 1. Ideas and Content 2. Organization 3. Voice 4. Word Choice 5. Sentence Fluency 6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33-36 points = A

Very Good: 29-32 points = B

Satisfactory: 24-28 points =C

Fair: 19-23 points =D

Poor: 0-18 points = F



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/



Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to

follow.

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by.

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by

• clear sequencing.

• an organization that may be predictable.

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety.

• a body that is easy to follow with details that fit where placed.

• transitions that may be stilted or formulaic.

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”)

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused.

• a structure that is skeletal or too rigid.

• placement of details that may not always be effective.

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.

• a missing or extremely undeveloped beginning, body, and/or ending.

• a lack of transitions, or when present, ineffective or overused.

• a lack of an effective organizational structure.

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by

• a lack of effective sequencing.

• a failure to provide an identifiable beginning, body and/or ending.

• a lack of transitions.

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• a lack of organization which ultimately obscures or distorts the main point. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the

topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing

is characterized by

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice,

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively, or interesting. Technical writing may require greater distance.).

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic,

and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by

• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice

while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both

should be engaging, lively or interesting. Technical writing may require greater distance.).

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most

effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty,

conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In

places, the writing is expressive, engaging, or sincere. The writing is characterized by

• a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice.

The reader may glimpse the writer behind the words and feel a sense of interaction in places.

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or

personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is

either inappropriately personal or inappropriately impersonal. The writing is characterized by

• a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the

writing become somewhat mechanical.

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable

voice. The writing is characterized by

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.

• a voice that is likely to be overly informal and personal.

• a lack of audience awareness; there is little sense of "writing to be read."

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• no engagement of the writer; the writing is flat and lifeless.

• a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not

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



Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by

• accurate, strong, specific words; powerful words energize the writing.

• fresh, original expression; slang, if used, seems purposeful and is effective.

• vocabulary that is striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by

• accurate, specific words; word choices energize the writing.

• fresh, vivid expression; slang, if used, seems purposeful and is effective.

• vocabulary that may be striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective.

• attempts at colorful language that may occasionally seem overdone.

• occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by

• words that work, but that rarely capture the reader’s interest.

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.

• attempts at colorful language that seem overdone or forced.

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used.

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by

• words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message.

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by

• general, vague words that fail to communicate.

• an extremely limited range of words.

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong. Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/



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/



Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the

reader can easily skim right over them unless specifically searching for them. The writing is characterized by

• strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede

readability. The writing is characterized by • strong control of conventions.

• effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor.

• correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece.

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by

• control over conventions used, although a wide range is not demonstrated.

• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words.

• basically sound paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader.

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks,

grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery.

• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places.

• capitalization errors.

• errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is

characterized by • little control over basic conventions.

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.

• spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places.

• capitalization that is inconsistent or often incorrect.

• errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.

1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In

fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by

• very limited skill in using conventions.

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability.

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text.

• capitalization that appears to be random. • a need for extensive editing.

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

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



Appendix C

Diario Reflexivo

Instrucciones: Complete los siguientes espacios en blanco:

Este ingreso es un ejemplo de mis fortalezas:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

___________________________________________

Este ingreso es un ejemplo de un área que realmente necesito mejorar:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

___________________________________________

Este ingreso es un ejemplo de un área que he mejorado:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

___________________________________________

Considero que este ejercicio ha sido muy útil para mi aprendizaje porque:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_________________________



Appendix C

Reflective Diary

Directions: Please complete the following blanks:

This entry is an example of my strengths:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

___________________________________________

This entry is an example of an area I really need to improve:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

___________________________________________

This entry is an example of an area I have improved:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

___________________________________________

I think this exercise has been very helpful for my learning because:

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_________________________



Anejo D (Español)

MATRIZ PARA EVALUAR ASISTENCIA Y PARTICIPACIÓN EN CLASE

NOMBRE DEL ESTUDIANTE: ____________________ FECHA: ________________

Total Puntos por Asistencia (máximo de 25 puntos)

Total Puntos por Participación (máximo de 75 puntos)

Total

Asistencia y Puntualidad por Taller Puntos

6PM hasta 10PM 5

Estudiante no estuvo en clase durante un total de 15-29 minutos 4




Estudiante no asistió al taller o se ausentó por más de 2 horas 0

CRITERIOS PARA APORTACIÓN A LA CLASE 0 1 2 3 N/A Total

1. Viene preparado y participa activamente de todas las

actividades de la clase, especialmente en las

actividades de grupo.

2. Demuestra atención y respeta las preguntas y

planteamientos de sus compañeros.

3. Demuestra interés y contribuye frecuentemente a

las discusiones en clase utilizando el idioma del

taller.

4. Contesta preguntas del facilitador y sus compañeros

utilizando el idioma del taller.

5. Formula preguntas pertinentes al tema de la clase

utilizando el idioma del taller.

Comments:

_______________________________________________________________________________

_________________________________________________________________



Appendix D (English)

RUBRIC TO EVALUATE ATTENDANCE AND CLASS PARTICIPATION

STUDENT’S NAME __________________________ DATE: __________

Total Points for Attendance (maximum de 25 points)

Total Points for Participation (maximum 75 points)

Total

Attendance and Punctuality per Workshop Puntos

Attended from 6PM until 10PM 5

Student was not in class a total of 15-29 minutes 4




Student was not in class for more than 2 hours 0

CRITERIAS FOR CLASS PARTICIPATION 0 1 2 3 N/A Total

1. Student comes prepared and participates actively in

class especially in group activities.

2. Demonstrates attention, respect and interest on

peers exposition and discussions.

3. Demonstrates attention and contributes frequently

to class discussions using the workshop language.

4. Answers facilitators and peers questions using the

workshop language.

5. Formulates questions on the topic discussed in

workshop using the workshop language.

Comments:

___________________________________________________________________________________

___________________________________________________________________



Anejo E (Español)

MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL INDIVIDUAL

Nombre del estudiante: ________________________ Fecha:___________

Criterio Puntos Puntuación del

estudiante

Contenido

Realiza una introducción eficaz del tema identificando el propósito,

objetivo e ideas principales que se incluyen en la presentación.

10

La presentación es tan organizada y coherente que puede seguirse

con facilidad.

10

El presentador demuestra dominio del tema o materia de la

presentación al explicar con propiedad el contenido y no incurrir en

errores.

10

Las ideas y los argumentos de la presentación están bien

fundamentados en los recursos presentados, consultados o discutidos

en clase.

10

Capta la atención e interés de la audiencia y/o promueve su

participación, según aplique.

10

Proyección eficaz, postura corporal adecuada, manejo de la

audiencia, manejo del tiempo asignado.

10

Usa varias estrategias para hablar o definir conceptos,

interpretaciones, aplicaciones y evaluación de procesos o

experiencias en contenidos del curso.

10

Lenguaje

La pronunciación de las palabras es clara y correcta para que se

entienda el lenguaje utilizado.

10

Uso correcto de la gramática y conjugación de verbos en el idioma

asignado.

10

Uso correcto del vocabulario para expresar el mensaje

adecuadamente.

10

Total de Puntos

(70% de contenido y 30% lenguaje)

100% Puntuación:

______

Firma de Estudiante: __________________________

Firma de Facilitador: __________________________



Appendix E (English)

RUBRIC TO EVALUATE INDIVIDUAL ORAL PRESENTATIONS

Student Name: _____________________________Date:__________________

Criteria Value Points Student Total

Score

Content

Performs an effective introduction to the theme identifying the

objectives, ideas and principles that are included in the

presentation.

10

The presentation is organized and coherent, and could be

easily followed

10

The presenter demonstrates domain of the theme or subject by

means of properly explaining content without incurring in

errors

10

The ideas and arguments of the presentation are well founded

by the resources presented, consulted or discussed in class

10

Captures of the attention and interest of the audience and/or

promote their participation, as applicable

10

Effective personal projection, captivates audience and uses

time adequately

10

Uses a variety of speaking strategies to define concepts,

interpretation, application and evaluation of processes using

experience on concepts or content of class,.

10

Language

Student pronounces words in a clear and correct manner so as

to make the correct language used understood to others.

10

Correct use of grammar and verb conjugation 10

Use of correct vocabulary words to express message 10

Total Points

(70% of content and 30% of language)

100% Total Score:

________

Student’s signature: ___________________ Facilitator’s Signature:___________________



Anejo F (Español)

MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO

Nombre: ___________________________Nota Final___________________

Título: ____________________________ Fecha: _____________________

0-NO CUMPLIÓ 1-DEFICIENTE 2-REGULAR 3-BUENO 4-MUY BUENO 5-

EXCELENTE N/A-NO APLICA

CRITERIOS 0 1 2 3 4 5 N/A

1. Asistió a las reuniones o actividades del

grupo.

2. Colaboró en la planificación y

celebración de las reuniones o


3. Demostró disposición para cooperar con

el grupo.

4. Contribuyó frecuentemente a las

discusiones del grupo.

5. Participó activamente en las reuniones y

actividades.

6. Demostró interés en las discusiones y

actividades del grupo.

7. Vino preparado(a) a las reuniones,

actividades y discusiones del grupo.

8. Demostró atención y apertura a los

puntos y argumentos de sus compañeros.

9. Demostró liderazgo en las actividades del

grupo.

10. Formuló preguntas pertinentes a las

discusiones del grupo.

11. Contribuyó al grupo con material e

información adicional.

12. Demostró iniciativa y creatividad en las


13. Completó las tareas asignadas.

14. Contribuyó significativamente al trabajo

que presentó el grupo

Comentarios:

_______________________________________________________________________________

_______________________________________________________________________________

____________________________________________________



Appendix F (English)

RUBRIC TO EVALUATE GROUP PARTICIPATION

NAME: ________________________ FINAL GRADE: ________________

TITLE: ________________________ DATE: _________________________

0-NOT OBSERVED1-DEFICIENT2-AVERAGE3-GOOD4-VERY GOOD 5-

EXCELLENTN/A-NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. Attended group meetings and activities.

2. Collaborated in planning group meeting

and activities.

3. Demonstrated disposition to cooperate

with the group.

4. Contributed frequently to group

discussion.

5. Actively participated in meetings and

activities.

6. Demonstrated interest in group

discussions and activities.

7. Arrived prepared to group meetings,

activities and discussions.

8. Demonstrated attention and opening

towards arguments from classmates.

9. Demonstrated leadership in group

activities

10. Formulated pertinent questions in group

discussions.

11. Contributed with additional material and

information.

12. Demonstrated initiative and creativity in

group activities.

13. Completed assigned tasks.

14. Significantly contributed to work

presented by the group.

Comments:

________________________________________________________________________

________________________________________________________________________



Anejo G/ Appendix G

Proyecto de Mercadotecnia

El proyecto de mercadotecnia estará enfocado en la solución de un problema o situación o en la

identificación de algún área de oportunidad en la organización que e estudiante selecciono para

trabajar. Queda a discreción del facilitador(a) que el proyecto se trabaje individualmente o en

grupo. El proyecto de mercadotecnia consta de dos partes, un informe escrito y una

presentación oral. Las secciones del informe escrito se detallan a continuación:

I. Introducción

Presenta una breve historia de la organización y las razones para haberla

seleccionado, así como la justificación del Proyecto.

II. Resumen Ejecutivo

Resumen de los hallazgos, conclusiones y recomendaciones del Proyecto. III.

Objetivos del proyecto

Define los resultados que se esperan. Deben ser medibles, específicos, claros y

ejecutables, manteniendo en mente que la organización que seleccionó recibirá su reporte

esperando cumplir con los objetivos propuestos.

IV. Descripción del Proyecto

Metodología y recursos utilizados para la recopilación, procesamiento y análisis de la

información. Recuento breve del proceso y periodo de tiempo o fecha de ejecución del

Proyecto. Incluye retos o dificultades, así como evento(s) histórico(s), si alguno, que

hayan podido afectar el Proyecto.

V. Hallazgos

Descripción y análisis detallado de los hallazgos basado en la evaluación de la

información recopilada y aspectos externos como eventos históricos de índole político,

social, económico o tecnológico.

VI. Conclusiones y recomendaciones para la organización



Anejo H

Lista Focalizada

CURSO: Facilitador(a):

Campus: Fecha:

Escriba una lista de todos los conceptos o ideas discutidos durante el Taller de hoy

relacionados con el tema.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


APÉNDICE I/APPENDIX I

INFORMACIÓN ACERCA DEL LABORATORIO DE IDIOMAS

Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION

Información acerca del Laboratorio de Idiomas y el E-Lab


El Laboratorio de Idiomas y el E-Lab están diseñados para ayudar a los estudiantes a

desarrollar sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de

aprendizaje a lo largo de su carrera. Ambos cuentan con una amplia variedad de

ejercicios visuales y auditivos en línea, recursos de investigación y actividades de

escritura guiada, que les permiten a los alumnos mejorar sus habilidades de comprensión

auditiva y de lectura, pronunciación, desarrollo de vocabulario, gramática y escritura.

El Laboratorio de Idiomas también ofrece un paquete de 140 páginas web de English for

Speakers of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de

otros idiomas) que han sido seleccionadas cuidadosamente. Así también, cuenta con otras

páginas electrónicas en español, con el fin de satisfacer las necesidades de los

estudiantes. Además, el Laboratorio de Idiomas y el E-Lab cuentan con otros programas

informáticos que fomentan el aprendizaje del idioma y del contenido académico, tales

como Tell Me More, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les

permite a los estudiantes reforzar sus destrezas y además cumplir con las horas de

laboratorio requeridas en sus clases. Para poder usar este programa, los estudiantes

necesitan tener Internet, el navegador Internet Explorer y acceso a la plataforma

Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que

permitirá medir el progreso individual. Los estudiantes podrán mejorar su pronunciación,

gramática y destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con

dos perfiles diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en directo para

materias cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se

ofrece tutoría en directo, los estudiantes pueden publicar sus dudas, las cuales se

contestarán en un lapso de 72 horas. El sistema también cuenta con un banco de

preguntas y respuestas frecuentes, que está disponible 24 horas al día, los 7 días de la

semana. NetTutor puede accederse remotamente, siempre y cuando cuente con conexión

a Internet. Este servicio ofrece tutorías en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadísticas (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en

el curso).


Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea

durante el desarrollo del material académico y permite a su vez la interacción entre los

estudiantes y el facilitador. Los estudiantes usarán Wimba Voice para participar en los

foros de discusión oral en línea, preparar presentaciones orales, enviar mensajes de voz y

cumplir con otras asignaciones. El programa cuenta con cinco funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: puede publicar y escuchar mensajes orales en un foro

de discusión en línea.

Voice Presentation: posibilita la presentación del contenido de páginas

electrónicas con mensajes de voz.

Voice E-mail: sirve para enviar correos electrónicos con mensajes de voz.

Voice Podcaster: facilita la creación y distribuición de mensajes orales para los

participantes.


Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic

skills in English and Spanish and to fulfill the content objectives of the course. Both labs

count on a wide variety of visual and auditory on-line exercises, Internet-based research,

and guided writing activities, that allow students to improve their listening and reading

comprehension skills, pronunciation, vocabulary building, grammar, and writing.

The Language Lab also offers a package of 140 carefully selected English for Speakers of

Other Languages (ESOL) Web sites, as well as other Spanish Web pages designed to

meet the students’ needs. Additionally, the Language Lab and E-Lab provide other

software, such as Tell Me More, NetTutor and Wimba Voice, that promote language and

academic content learning.

Tell Me More is an effective system for English and Spanish learning that allows

students to strengthen their skills and fulfill the language lab hours required in each class.

Students must have Internet connection, Internet Explorer browser, and access to

Blackboard to be able to use this program.

The system will initially assess students’ knowledge and create a learning path

specifically tailored to each student’s needs, thus allowing facilitators to measure every

student’s progress. Students will be able to improve pronunciation, grammar and

listening skills from beginner to advanced levels with two different profiles: everyday

language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and

computer classes (scheduled hours apply). Students can post their questions for classes

which do not offer live tutoring. These will be answered within 72 hours. The system

also has a “Frequently Asked Questions” section available 24/7. NetTutor can be

accessed remotely with an Internet connection. This service offers tutoring for the

following subjects:

English (available for all courses),

Spanish (available for all courses),

Statistics (student must be enrolled in the course),

Mathematics (student must be enrolled in the course),

Accounting (student must be enrolled in the course), and

Computer Information Systems (student must be enrolled in the course).


Wimba Voice is an electronic tool that promotes the use of voice online during the

development of the academic content and allows interaction between the students and the

facilitator. Students will use Wimba Voice to create voice posts for online discussion

boards, prepare voice presentations, send voice e-mails, and complete other assignments.

The Wimba Voice program allows the following five functions:

Voice Authoring: record and listen to voice content on webpages.

Voice Discussion Board: post and listen to voice messages on discussion boards.

Voice Presentation: present web content with voice messages.

Voice E-mail: send voice messages via e-mail.

Voice Podcaster: create and distribute voice messages to participants.


APÉNDICE J/APPENDIX J

LANGUAGE LAB/E-LAB DOCUMENTATION

Each student will complete the following forms and give it to the facilitator to be

included as part of the assessment criteria for the class.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name:

_______________________________________________________

Student’s ID Number: _____________________

Course Requiring Lab Hours (e.g. ENGL 050, MANA 501):

___________________

Facilitator’s Name:

_____________________________________________________

Semester: ___________________ PT: _____________________


Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of

the class evaluation.

AREAS OF

IMPROVEMENT

AND/OR

SUGGESTED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor


Wimba Voice

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______


APPENDIX K PARAGRAPH CONSTRUCTION RUBRIC

Evaluation Areas SCORE: GRADE**:

3 Points Each 2 Points Each 1 Point Each

Topic Sentence Topic sentence is clear as it

relates to the assigned topic,

and it is correctly placed as

the first sentence.

Topic sentence is either

unclear as to the assigned

topic, or it is incorrectly

placed.

There is no evident topic

sentence. It is unrelated

to the assigned topic,

and/or it is incorrectly

placed.

Explanation of Topic

Sentence (Supporting Ideas)

There are three sentences

explaining the topic sentence

related to the assigned topic.

There are only two sentences

explaining the topic sentence,

or the explanation is too

general.

There is only one or no

sentence explaining the

topic sentence related to

the assigned topic.

Evidence for Topic Sentence

(Elaborating Details)

Evidence for all three

explanation sentences related

to the assigned topic is

provided.

Evidence for two explanation

sentences related to the

assigned topic is provided, or

evidence is too general.

There is no specificity.

Only one or no evidence

sentence related to the

assigned topic is

provided.

Conclusion Sentence Conclusion sentence

rephrases the topic sentence

related to the assigned topic,

and it explains its

importance.

Conclusion sentence

rephrases the topic sentence,

but it doesn’t explain its

importance.

There is no conclusion

sentence, or conclusion

sentence is unrelated to

the topic.

Fragments and Run-on

Sentences

There are no fragments or

run-on sentences.

There is one fragment or run-

on sentence.

There are two or more

fragments or run-on

sentences.

Use of Transition Words*

Transition words are used

effectively throughout the

written work.

Transitions are used

throughout, but one transition

word is used incorrectly. It is

missing one or two transition

words.

Transition words are not

used, are all incorrectly

used, or five or more

transitions are missing.

Grammar Paragraph has no errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Paragraph has two errors in

punctuation, capitalization

and spelling, use of verb

tenses, word agreement, or in

the use of personal pronouns.

Paragraph has more than

three errors in

punctuation,

capitalization and

spelling, use of verb

tenses, word agreement,

or use of personal

pronouns that make

understanding difficult.


*What are transitions words and how they are used in effective writing? Transition words: are phrases or words

used to connect one idea to the next; are used by the writer to help the reader progress from one significant idea to the

next; show the relationship within a paragraph (or within a sentence) between the main idea and the support the writer

gives for those ideas. Different transition words have different functions. Refer to:

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

GRADE BASED ON SCORES:

A: All Green B: 20 Points (Green/Yellow) C: All Yellow Scores

D: 13 Points (Yellow/Red) F: All Red Scores

Add the number of points obtained in each evaluation area to obtain the total.

Divide by seven to obtain the number of points for the paragraph (maximum of

three points per paragraph).

Legible

Marginally Legible Not legible

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

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