sistema universitario ana g. méndez, inc. school for ... 600 dlp 201…discipline-based dual...

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

MANA 600

BUSINESS POLICY & ETHICS

POLÍTICA EMPRESARIAL Y ÉTICA

© Sistema Universitario Ana G. Méndez, Inc. 2011

Derechos Reservados

All rights reserved

MAY 20, 2011

MANA 600 Business Policy & Ethics 2

Updated November 29/2011

Prepared based on the course syllabus (enter year) of the School of Management, with the

collaboration of:

Bernardo Gil, MBA

Leonel Wise, Content Evaluator

Fidel Tavara, English Language Evaluator

Bárbaro Forteza, Spanish Language Evaluator

Joe Hernández, Format and Module Design



TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ........................................................................................................................... 18

TALLER UNO ............................................................................................................................ 32

WORKSHOP TWO .................................................................................................................... 38

TALLER TRES ........................................................................................................................... 43

WORKSHOP FOUR .................................................................................................................. 49

TALLER CINCO/WORKSHOP FIVE .................................................................................... 54

APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

INSTRUCTION .......................................................................................................................... 61

APPENDIX B: 6-TRAITS WRITING RUBRIC ..................................................................... 66

APPENDIX C: DIARIO REFLEXIVO .................................................................................... 74

APPENDIX D: RUBRIC EO EVALUATE ATTENDANCE AND CLASS

PARTICIPATION ...................................................................................................................... 77

ANEJO E: MATRIZ VALORATIVA PARA EVALUAR PRESENTACIÓN ORAL

INDIVIDUAL .............................................................................................................................. 78

ANEJO F: MATRIZ PARA EVALUAR PARTICIPACIÓN EN GRUPO .......................... 80

ANEJO F/APPENDIX F ............................................................................................................ 80

ANEJO G/APPENDIX G: TRABAJO DE INVESTIGACIÓN SOBRE LA ÉTICA

EMPRESARIAL ......................................................................................................................... 82

ANEJO H/APPENDIX H: COMPREHENSIVE WRITTEN REPORT ............................... 84



GUÍA DE ESTUDIO

Título del Curso: POLÍTICA EMPRESARIAL Y ÉTICA

Codificación: MANA 600

Créditos: TRES (3)

Duración: UN TÉRMINO (5 SEMANAS)

Prerrequisito: HABER APROBADO 18 CRÉDITOS MEDULARES DEL MBA

Descripción: En este curso se integran y aplican las diferentes áreas funcionales y de

apoyo en la administración de la empresa. El curso enfoca el desarrollo de políticas y la

administración empresarial desde el punto de vista del gerente general. Durante el

transcurso de MANA 600, se analizan casos enfatizando en los problemas económicos,

sociales, éticos y sus implicaciones en las empresas.

Objetivos de Contenido Generales

1. Reconocer el tipo de decisiones que se deben tomar para lograr las metas que

parten de la misión y visión de la empresa.

2. Comprender y utilizar la relación que existe entre la toma de decisiones, a nivel

corporativo, con las implicaciones económicas y éticas de estas decisiones en la

organización.

3. Identificar los diferentes tipos de estrategias de la empresa y reconocer cuándo

corresponde aplicarlas.

4. Conocer y aplicar los conceptos, los procedimientos y los enfoques utilizados en

el desarrollo y la implantación de estrategias empresariales.



5. Comprender el papel que juegan los recursos naturales y los recursos humanos en

el desarrollo de las estrategias del negocio.

6. Analizar diferentes situaciones en la empresa y tomar decisiones para su

resolución.

Objetivos de Lenguaje Generales

a. Escuchar: Los estudiantes implementarán estrategias eficaces de negocio luego de

escuchar una selección de videos 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 utilizando

términos y vocabulario adecuados, con pronunciación clara y fluidez oral tanto en

el idioma inglés como el español.

c. 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.

d. 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 10 horas de uso en el laboratorio de

lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de

lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador

podría requerir más horas de práctica 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 “WritingProcess: SixWritingTraitsRubrics” 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 el MANUAL DE

PORTAFOLIOS.



Escala:

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

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:

Ensayo (Anejo G - en español) 50puntos 10%

Ensayo (Caso de estudio – en inglés) 50 puntos 10%

Diarios reflexivos 50 puntos 10%

Asignaciones en “Discussion Board” 40 puntos 8%

Documento /horas E-Lab 10 puntos 2%

Asistencia a los talleres 50 puntos 10%

Participación y contribución a la clase 50 puntos 10%

Trabajo Final Integral (Anejo H)

1. Análisis del impacto económico, social y

moral de una estrategia operacional de una

organización (inglés)

2. Mejoras funcionales y de apoyo como gerente

general de la organización (español)

3. Presentación Oral (español e inglés)

150 puntos

50 puntos

50 puntos

50 puntos

30%

Portafolio – incluye ensayo conclusión final del

curso

50 puntos 10%

Totales 500 puntos 100%



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. Ensayos: Los estudiantes deberán entregar por escrito un ensayo en el primer taller y

otro en el tercer taller (ver instrucciones específicas en los talleres correspondientes).

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

evaluar los ensayos, el facilitador se dejará llevar por la matriz valorativa para

evaluar trabajos escritos que se encuentra bajo el Anejo B.

2. Diarios Reflexivos: Los estudiantes escribirán un Diario Reflexivo sobre los

conceptos aprendidos durante cada uno de los talleres. El formato del Diario

Reflexivo se encuentra en el Anejo C.

3. Asignación en Foro de Discusión: Los estudiantes utilizarán el Foro de Discusión

de la plataforma Blackboard para una asignación previa al segundo y tercer taller, en

la cual deberán publicar su opinión y responder a la opinión de otros estudiantes

sobre un tema expuesto por el facilitador. Para evaluar la escritura de los estudiantes

en esta asignación, el facilitador deberá usar el “Writing Process: Six Writing

TraitsRubrics” que aparece en el Apéndice B.

4. Documento /horas E-lab: Los estudiantes obtendrán un valor de diez (10) puntos al

demostrar, mediante documento aprobado por el Centro de Recursos del Aprendizaje

o Representante de Laboratorio de Lenguaje, que ellos han cumplido con 20 horas de

uso en el laboratorio de lenguaje (inglés y español) por curso.



5. Asistencia y puntualidad: La asistencia es de carácter obligatorio y la puntualidad

es inherente a la ética profesional. El facilitador llevará un registro de asistencia en

cada taller y, al finalizar el curso, utilizará el Anejo D para evaluar a cada estudiante.

6. Participación y contribución en clase: Es responsabilidad del estudiante asistir a

clases preparado para discutir los temas del día (lecturas, preguntas asignadas, diario

actualizado, etc.) y participar activamente haciendo contribuciones efectivas. El

facilitador evaluará el grado de participación de cada estudiante en cada taller, a fin

de verificar si se preparó para la clase y contribuyó al desarrollo del taller. Los

estudiantes se autoevaluarán y evaluarán a sus compañeros a través de las

actividades de avalúo. La participación en clase debe darse utilizando el idioma del

taller correspondiente. El facilitador evaluará la participación y contribución de cada

estudiante al finalizar el taller utilizando el Anejo D. El facilitador ofrecerá a cada

estudiante la retroalimentación correspondiente a su desempeño en términos de

participación y contribución en cada taller.

7. Trabajo Final Integral: Los estudiantes deberán redactar un informe integral que

consiste en dos secciones principales:

a) Analizar el impacto económico, social y moral de una estrategia operacional de

una organización. (Inglés)

b) Proporcionar mejoras funcionales y de apoyo como gerente general de la

organización seleccionada. (Español)

Los estudiantes harán una presentación oral en español y en inglés sobre el trabajo

final. Las instrucciones específicas sobre el trabajo final se encuentran en el Anejo H.



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.

Libro(s)

Boatright, John R. (2009) Ethics and the Conduct of Business (6ta ed.). New Jersey:

Prentice Hall ISBN: 978-0-205-66750-5 Aprox. $50 (paperback) $30 (e-book)

Hill, Jones. (2010) Strategic Management Theory: An Integrated Approach (9na ed.).

South Western ISBN-10 0-538-75107-X (print) ISBN-10 1-111-16014-7 (e-book)

Libro(s) Electrónico(s)

Cramer, Aron & Carabell Zachary (2010) Sustainable Excellence (1ra ed.). New York:

Rodale Books ISBN-13: 978-1605295343 Aprox. $15 (e-book)

Trevino, Linda K. & Nelson, Katherine A. (2010) Managing Business Ethics (5ta ed.).

New Jersey: John Wiley & Sons Inc. ISBN-10: 047034394X | ISBN-13: 978-

0470343944

Lobo Dugarte, William (2009) Modelo de Planificación (1ra ed.).

Argentina: Editorial El Cid ISBN: HD30.28 -- L799 2009eb (Biblioteca Virtual UT)



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 repondrá el estudiante 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 UT, refiérase al Capítulo 13,

secciones 36 y 36.1 de los respectivos manuales.

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

implica que TODOS los trabajos 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 ser solicitar la aprobación al 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)

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



Estas son solo 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.

CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:

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

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_formularios.asp y seleccionar los formularios

que necesite. Además de los formularios, el estudiante/facilitador puede encontrar

las instrucciones para la certificación de investigación en línea. Estas certificaciones

incluyen: Institutional Review Board (IRB), Health Information Portability and

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

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

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



Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

Filosofía y Metodología Educativa

Este curso 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: BUSINESS POLICY AND ETHICS

Code: MANA 600

Credits: THREE (3)

Time Length: FIVE (5) WEEKS

Pre-requisite: EIGHTEEN (18)APPROVED CREDITS TOWARDS MBA

Description:

The course Business Policy and Ethics integrates and applies various functional and

support areas to business administration. This course focuses on the development of

administration policies from the general manager point of view. Throughout this course,

study cases are analyzed with an emphasis on the economic, social and ethical

implications on the business organizations.

General Content Objectives:

1. To present the student with an integrated analysis of the decision making required

for achieving business goals based on the organization’s mission and vision.

2. To apply the relationship between the decision making at corporate level and the

economical and ethical implications on the business organization.

3. To understand a variety of business strategies, as well as when and how to apply

them.

4. To apply the concepts, procedures and approaches used during development and

implementation of business strategies.

5. To explore the role of natural and human resources on the development of

business strategies.



6. To be able to analyze diverse business situations and take the proper corrective

decisions.

General Language Objectives

1. Listening: Students will develop effective business strategies after listening to

selected videos related to the concepts introduced in the course or after the

facilitator discusses a specific topic about the course concepts.

2. Speaking: Student will show clear understanding of all the course concepts thru

oral presentations and class participation, using excellent vocabulary clear

pronunciation and fluent speech in both English and Spanish.

3. Reading: Students will summarize theories and concepts related to the course

after reading recommended books and articles in both English and Spanish as

preparation for each workshop.

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

B –Six Traits for Writing), and by applying APA style format version six (6),

without any grammatical or syntax errors in both English and Spanish. They will

write notes, essays, workshop summaries that demonstrate comprehension,

synthesis of content, reflective journals and experiences from a variety of media.

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 10 hours of language lab or e-lab usage for each language

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



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

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

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

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

the activities for each workshop in the module.

Description of the Evaluation Process: Integrate the use of the language lab and e-lab to

all evaluation rubrics used in the instructional module. The language rubrics for listening,

speaking, reading, and writing provided in AppendixA are integrated to assess student

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

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

courses. Portfolio Performance Assessment must be one of the evaluation instruments

used in the module and throughout the content of all workshops and appendices. This

instrument must follow established guidelines. Due to the nature of our dual language

instructional model, documentation must be provided on the growth of students towards

mastery of linguistic and academic skills in both languages (English and Spanish.) The

course facilitator will provide the student the PORTFOLIO MANUAL.

Scale:

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

Evaluation:

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:



Essay (Appendix G-Spanish) 50 points 10%

Essay(Case Study – English) 50 points 10%

Reflective journals 50 points 10%

Assignments on Discussion Board 40 points 8%

E-LabHoursSupporting Document 10 points 2%

Attendance to all workshops 50 points 10%

Participation and contribution to the class 50 points 10%

Final Comprehensive Work (Appendix H)

1. Analysis of the economic, social and moral

impact of a business operational strategy

(Spanish)

2. Functional and support improvements as

General Manager of the organization

(English)

3. Oral Presentation (English and Spanish)

150 points

50 points

50 points

50 points

30%

Portfolio – includesconclusionessay 50 points 10%

Totals 500points 100%

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.



Evaluation’s description

1. Essays: Each student must prepare one essay on workshop 2 and workshop 3.

Specific instructions are found on the respective workshops. The essay must be

prepared using APA style (most recent edition). The Facilitator will use the rubric

on Appendix B for evaluating each essay.

2. Reflective Journals: Each student must write a journal about the learned

concepts on each workshop. There is a Journal format on Appendix C.

3. Assignments on Discussion Board: Students will use the discussion board on

Blackboard for assignment prior workshops two and three, in which students will

post their opinion and reply another student about a subject discussed by the

facilitator. The rubric for all written works is on Appendix B.

4. E-Lab hours Supporting Document: Students will obtain ten (10) points by

handing to the facilitator a document signed by a representative from the Learning

Resources Center or Language Laboratory, certifying compliance with a

minimum of ten hours of language laboratory (English and Spanish) for the

course.

5. Attendance and punctuality: Attendance is mandatory, and being punctual

reflects a professional ethic. The facilitator will register the student’s performance

for both in every workshop. At the end of the course, the Facilitator will evaluate

each student with the rubric in Appendix D.

6. Class participation and contribution: All students are expected to attend class

prepared to discuss workshop topics (readings, assigned questions, up to date

class diary) and, to actively participate in class. The Facilitator will evaluate the



students’ participation in each workshop, taking into consideration the degree of

participation, if it demonstrates that the student prepared for class and how much

this participation contributed to the class’ development. The students will self

assess their participation through the assessment activities. Class participation

throughout the course should be in the language of the workshop. At the end of

each workshop, the Facilitator will evaluate the student’s overall class

participation using Appendix D. The Facilitator will provide feedback to each

student in regards of participation and contribution.

7. Final Comprehensive Work: Students will be required to prepare a

comprehensive written report consisting of two major sections:

a. Analyze the economical, social and moral impact of an organization’s

operational strategy (English).

b. Provide functional and support improvement as the general manager of the

selected organization (Spanish).

Students must also perform an oral presentation of each section in required

language. Detailed instructions are provided on Appendix H.

8. 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.



Book(s)

Boatright, John R. (2009) Ethics and the Conduct of Business (6ta ed.). New Jersey:

Prentice Hall ISBN: 978-0-205-66750-5 Aprox. $50 (paperback) $30 (e-book)

Hill, Jones. (2010) Strategic Management Theory: An Integrated Approach (9na ed.).

South Western ISBN-10 0-538-75107-X (print) ISBN-10 1-111-16014-7 (e-book)

E-Book (s)

Cramer, Aron & Carabell Zachary (2010) Sustainable Excellence(1sted.). New York:

Rodale Books ISBN-13: 978-1605295343 Aprox. $15 (e-book)

Trevino, Linda K. & Nelson, Katherine A. (2010) Managing Business Ethics (5th

ed.).

New Jersey: John Wiley & Sons Inc. ISBN-10: 047034394X | ISBN-13: 978-

0470343944

Lobo Dugarte, William (2009) Modelo de Planificación (1ra ed.).

Argentina: Editorial El Cid ISBN: HD30.28 -- L799 2009eb (Biblioteca Virtual UT)



Description of Course Policies

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

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

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

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

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

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

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

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

workshop, dividing the workshop activities between the two languages. The first

twohours will be in Spanish and the last two hours in English. The 50/50 model

does not apply to language courses where the delivery of instruction must be

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

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

that students prepare in advance for each workshop according to the course module.

Students must be structured, organized, committed, and focused to ensure linguistic

and academic success. In order to achieve proficiency expectations in English and in

Spanish, the student must strive to take advantage of all language resources in the

university and in their community since becoming a dual language professional is a

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

preparation, but could require more.

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

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



for the absence. If it is justified, the facilitator will decide how the student will make

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

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

extra work to compensate for the missing class time.

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

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

assignments and/or make-up work.

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

following options:

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

level based on the student’s existing grade.

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

grade levels based on the student’s existing grade.

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

are extremely important as it is not possible to assure that they can be made up. If the

student provides a valid and verifiable excuse, the facilitator may determine a

substitute evaluation activity if he/she understands that an equivalent activity is

possible. This activity must include the same content and language components as the

oral presentation or special activity that was missed.

6. In cooperative learning activities, the group will be assessed for their final work as a

group. However, each member will have to collaborate to assure the success of the

group. Students will also receive an individual grade for their work.



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

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

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

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

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

SafeAssignTM

, a Blackboard plagiarism deterrent service, will be used by the

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

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

Section 11.1 of the Student Manual, and if you belong to UMET or UNE, refer to

Chapter 13, Sections 36 and 36.1 of the respective manuals.

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

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

references used will be properly cited or mentioned in the bibliography. Plagiarism

will not be tolerated and, in case of detecting an incidence, the student will obtain a

zero in the assignment or activity and could be referred to the Discipline Committee.

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

Faculty and Curriculum Director must approve such changes before the first day of

class. The Facilitator must discuss the approved changes with students in the first

class workshop. A written copy of the changes must also be provided to students at

the beginning of the first workshop.

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

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



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

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

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

the classrooms.

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

community established by the institution, and in this course.

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

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

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

www.google.com

www.ask.com

www.pregunta.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/


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

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

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

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

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

http://www.findarticles.com/

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

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

http://flelibrary.org/


http://www.chegg.com/

http://www.bookswim.com/

http://www.allbookstores.com/

http://www.alibris.com/



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 Portability and Accountability

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

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

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

Tel. (787) 751-0178 Ext. 7196

Miss. Carmen Crespo, IRB Institutional Coordinator– UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo

Tel. (787) 743-7979 Ext.4126

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

Tel. (787) 257-7373 Ext. 3936

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



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

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

CONSTRUCTIVISM GUIDING PRINCIPLES:

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

around which students are actively trying to construct meaning.

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

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

primary concepts, not isolated facts.

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

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

4. The purpose of learning is for an individual to construct his or her own meaning, not

just memorize the "right" answers and regurgitate someone else's meaning. Since

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



to make assessment part of the learning process, thus ensuring that it provides

students with information on the quality of their learning.

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

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

of the world.

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



TALLER UNO

Objetivos específicos de contenido:

1. Diferenciar los términos empresariales “políticas” y “procedimientos”.

2. Definir el concepto de ética en los negocios.

3. Investigar cómo se desarrolla un código de ética.

4. Entender por qué ocurren problemas éticos en los negocios.

5. Explicar las seis (6) etapas del desarrollo moral de Lawrence Kholberg.

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 las seis etapas del desarrollo moral.

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 la importancia de la ética en los negocios y en

la planificación de estrategias.

3. Leer: Comprender y aplicar las definiciones de políticas, procedimientos y ética

mediante el uso de lecturas en español.

4. Escribir: Redactar un ensayo investigativo sobre los códigos de ética en los

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

errores gramaticales o de sintaxis.



Enlaces electrónicos:

Biblioteca Virtual

http://bibliotecavirtualut.suagm.edu/

Tema: Las Etapas del Desarrollo Moral de Lawrence Kholberg

http://www.xtec.es/~lvallmaj/passeig/kohlber2.htm

Tema: Códigos de Ética

http://www.ecgi.org/codes/documents/ica_coe_es.pdf

Tema: Ética en los negocios

http://www.degerencia.com/tema/etica_en_los_negocios

http://www.ita.doc.gov/goodgovernance/adobe/Bus_Ethics_sp/Business_Ethics_Spa.pdf

Asignaciones antes del taller:

1. Lea cuidadosamente la descripción y los objetivos del curso y de los talleres.

Prepárese para formular cualquier pregunta sobre el módulo al facilitador.

2. 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. No

se aceptarán trabajos en papel o por correos electrónicos que no sean de

SUAGM.


http://www.xtec.es/~lvallmaj/passeig/kohlber2.htm

http://www.ecgi.org/codes/documents/ica_coe_es.pdf

http://www.degerencia.com/tema/etica_en_los_negocios

http://www.ita.doc.gov/goodgovernance/adobe/Bus_Ethics_sp/Business_Ethics_Spa.pdf



3. Lea cuidadosamente el manual de portafolio digital, este debe encontrarse bajo

documentos del curso en la plataforma de Blackboard. Venir preparado para

discutirlo en el primer taller.

4. Realiceuna investigación utilizando diferentes fuentes de información sobre los

códigos de ética de las organizaciones y redacte un ensayo en español según el

Anejo G.

5. Prepárese para compartir su ensayo con el resto de la clase.

6. 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.

Vocabulario clave de la lección:

1. Ética empresarial

2. Política empresarial

3. Planificación estratégica

4. Análisis D.A.F.O (SWOT)



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 y expondrá los objetivos, metodología de facilitación,

expectativas, criterios de avalúo y evaluación del curso MANA 600.

2. El facilitador indicará los canales de comunicación, horario y días de contacto.

3. Luego de que todos los participantes del curso se presenten, los estudiantes

seleccionarán al representante estudiantil.

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

Blackboard.

5. El facilitador explicará el foro de discusión en Blackboard y analizará la

importancia de entrar al foro de discusión como parte de los proyectos y

asignación de algunos talleres.

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 asignará a cada estudiante una empresa y un área de implicaciones

éticas para el proyecto final (ver instrucciones en el Anejo H).

8. Estudiantes escogidos al azar compartirán con el resto de la clase el ensayo

asignado sobre los códigos de ética según la asignación número tres (3).

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

correspondientes al taller, incluyendo la diferencia entre los términos “políticas” y

“procedimientos”.



10. Los estudiantes leerán ejemplos de situaciones éticas en el trabajo y compartirán

con el resto de la clase por qué surgen problemas éticos en el trabajo.

11. La clase se dividirá en grupos para escribir un mapa conceptual que muestre con

ejemplos reales las seis etapas del desarrollo moral. El facilitador aclarará

cualquier duda sobre el tema a través de un video o presentación en Power Point.

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

durante la clase. Luego procederá a discutir los temas asignados 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 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 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 discutir la relevancia que

tienen los objetivos de contenido discutidos en el tallercon la realidad actual de los

negocios.



WORKSHOP TWO

Specific Content Objectives:

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

1. Recognize most common analysis tools (SWOT, PEST, Porter’s Five Forces)

2. Apply a SWOT analysis to most business organizations

3. Develop a business strategy based on findings from analysis

4. Learn the process of developing a strategic business plan

5. Understand how to identify potential business strategies that could have ethical

implications for the business organization.

Specific Language Objectives:

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

1. Listening: Understand the most common 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 SWOT Analysis.

3. Reading: Analyze potential business strategies from a case study that was

selected for reading in English.

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

other writing conventions on the activity about the process of developing a

strategic business plan.

Electronic Links (URLs):

Biblioteca Virtual


TOPIC: Strategic Management




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

http://www.netmba.com/strategy/

http://managementhelp.org/strategicplanning/

TOPIC: SWOT Analysis

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

http://www.swotmatrix.com/

TOPIC: Strategic Management Case Study

http://www.articlesbase.com/strategic-planning-articles/strategic-management-a-case-

study-of-walmart-inc-945260.html

Assignments before the Workshop:

1. As part of the language study required activities (E-lab), use Tell Me More to read

and pronounce concepts related to business strategies. Students must prepare to

participate in a group activity.

2. On Blackboard platform, students will go into Discussion Board and discuss the

following: How can a general manager identify potential business strategies that

could have ethical implications for the business organization? The facilitator will

assess this assignment as part of the grade for participation in class. The

facilitator will follow up on the activity in class.

3. Write a summary a reflective journal about workshop one. Include a summary

paragraph and how you can apply learned concepts to your actual or potential

situation. Also, include any feedback of the class activities you would like to

provide to the facilitator.

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

http://www.netmba.com/strategy/


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

http://www.swotmatrix.com/

http://www.articlesbase.com/strategic-planning-articles/strategic-management-a-case-study-of-walmart-inc-945260.html

http://www.articlesbase.com/strategic-planning-articles/strategic-management-a-case-study-of-walmart-inc-945260.html



4. Prepare the cover page and introduction of the portfolio. Students must come

prepared to hand over the portfolio to the facilitator for proper assessment and

feedback.

5. Read on business strategies analysis tools, like SWOT, PEST and the Five Forces

Model.

Key Core Vocabulary:

1. SWOT Analysis

2. Michael Porter’s Five Forces Model

3. PEST Analysis

4. Mission and Vision statements

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

used in the workshop.

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



Integrated Activities:

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

material and answer any questions or concerns students might have.

2. The facilitator will verify all students have received their case studies for the

assignment on Workshop 4. He/she will clarify any questions in regard of the

written job, elements to be discussed from the case, and any other instructions

about the oral presentation.

3. Class will be divided in small groups. Each group will identify potential corporate

strategic opportunities after reading a case study provided by the facilitator.

4. Students will discuss the aspects of a SWOT analysis, PEST analysis and the Five

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

panel discussion, power point presentation, etc.) for this activity.

5. Class will be divided in small groups. Each group must draw a flowchart about

the process of developing a strategic plan. After a brief discussion with the

facilitator, each group will apply the flowchart to a simulated situation assigned

by the facilitator.

6. Class will be divided in pairs. The facilitator will give each pair a company,

product or service name and each pair must make a SWOT analysis in order to

identify a possible strategy to enhance or change a current situation.

7. Students, selected in random order, will share with the rest of the class their

opinions on howcan a general manager identify potential business strategies that

could have ethical implications for the business organization. This activity is

based on the Discussion Board assignment.



8. The facilitator will discuss the assignments 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 learned, 2

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

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

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



1. Analizar la relación entre la ética en los negocios y los recursos naturales como el

agua, el aire, los minerales y las reservas forestales.

2. Examinar las consecuencias sociales y éticas de los negocios relacionados con la

producción desmedida de alimentos al consumidor.

3. Entender que existen implicaciones éticas en la exportación de bienes y servicios.

4. Investigar el impacto de la globalización en la ética de los negocios.



1. Escuchar: Analizar factores, a favor y en contra, luego de escuchar la discusión

del facilitador sobre la ética en los negocios y los recursos naturales como el agua,

el aire, los minerales y las reservas forestales.

2. Hablar: Demostrar el dominio del tema sobre las consecuencias sociales y éticas

de los negocios, relacionados con la producción desmedida de alimentos al

consumidor,mediante la participación oral en la clase, utilizando términos de

vocabulario adecuados y pronunciando todas las palabras de manera clara.

3. Leer: Comprender y aplicar el impacto de la globalización en la ética de los

negociospor medio de la lectura de textos en español.

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

para la escritura del diario reflexivo sobre los temas discutidos en el taller.




Biblioteca Virtual


Tema: Los Recursos Naturales

http://www.nrdc.org/laondaverde/

http://www.zonaeconomica.com/definicion/recursos-naturales

Tema: Derechos laborales y la ética

http://www.revistafuturos.info/futuros17/etica_rlabor.htm

Tema: La Globalización y la ética

http://www.ethics.org/


1. Como parte de los requisitos de estudio de lenguaje (E-lab), los estudiantes

utilizarán herramientas como Net Tutor, Biblioteca Virtual y la red cibernética

para buscar y leer información sobre los conceptos y definiciones expuestos en la

sección del vocabulario clave de la lección.

2. Observe el video en el enlace

http://www.youtube.com/watch?v=8Bhodyt4fmU&feature=related y asista a clase

preparado para discutirlo en una actividad del taller.

3. Actualice el portafolio, incluyendo el diario reflexivo sobre el taller anterior.

4. El facilitador colocará en la plataforma Blackboard (Discussion Board) la

siguiente pregunta de discusión: “¿Cuáles son las consecuencias sociales y éticas

de los negocios relacionados con la producción desmedida de alimentos al


http://www.nrdc.org/laondaverde/

http://www.zonaeconomica.com/definicion/recursos-naturales

http://www.revistafuturos.info/futuros17/etica_rlabor.htm


http://www.youtube.com/watch?v=8Bhodyt4fmU&feature=related



consumidor?”. Esta asignación es requisito para el taller y será evaluada por el

facilitador, y todos los estudiantes deberán participar en la discusión.

5. Continuar trabajando en el plan estratégico como parte del proyecto final.

Vocabulario clave de la lección:

1. Ética ambiental

2. Recursos naturales

3. Ecología

4. Globalización

5. Países del Tercer Mundo



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 hará un resumen de la clase anterior como repaso y aclarará los

temas más confusos para el estudiante.

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

3. El facilitador procederá a discutir con la clase los temas sobre la ética de los

negocios y los recursos naturales. Seleccionará el método que entienda más

adecuado.

4. La clase se dividirá en cuatro grupos. Un grupo tendrá asignado el agua; otro

grupo, el aire; un tercer grupo, los bosques y otro grupo, los animales. Cada grupo

buscará y discutirá algún artículo sobre un caso reciente en donde alguna empresa

haya cometido violaciones éticas relacionadas con su tema asignado. Cada grupo

deberá compartir sus conclusiones con el resto de la clase.

5. El facilitador escogerá, de manera aleatoria, algunos estudiantes que formarán un

panel de cuatro miembros que participarán en un debate sobre la naturaleza, el

ambiente y los negocios. Dos estudiantes del panel formarán una opinión sobre un

tema y los otros dos estudiantes asumirán el rol de debatir la opinión de la pareja

anterior. Aunque algunos estudiantes deberán escoger una opinión en la cual

personalmente no estén de acuerdo, el ejercicio les servirá para ver y analizar

diferentes puntos de vista. Al final de la discusión, el resto de los estudiantes

votarán a favor o en contra de las opiniones discutidas.

6. El facilitador mostrará un video o presentación en Power Point y explicará las

consecuencias de la globalización en la ética de los negocios. La clase se dividirá



en grupos para escribir un mapa conceptual que resuma estas etapas utilizando

ejemplos reales.

7. El facilitador solicitará la entrega delos portafolios, de manera que puedan ser

revisados y le ofrecerá la debida retroalimentación a cada estudiante.

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

incluyendo la asignación de casos de estudio para cada estudiante.

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 utilizará el Anejo F para evaluar participación en grupo.

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 claselos conceptos

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

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

puntos a favor y puntos en contra, relacionados con los objetivos de contenido

discutidos en el taller.



WORKSHOP FOUR

Specific Content Objectives:

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

1. Recognize the main characteristics of a perfect competition market, a monopoly

and an oligopoly.

2. Identify potential unethical practices by business organizations under economy

markets like a monopoly and an oligopoly.

3. Analyze the potential unethical practices by global businesses that utilize human

resources from third world countries to minimize production costs.

4. Learn how to measure the economic impact of business strategies with the

objective to comply with ethical codes.

Specific Language Objectives:

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

1. Listening: Identify the main characteristics of a perfect competition market, a

monopoly, and an oligopoly after listening to the facilitator’s presentation.

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

the assigned case study.

5. Reading: Identify the major points of the article in English about unethical

practices by global businesses that utilize human resources from third world

countries to minimize production costs.

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

other writing conventions on the assigned essay.



Electronic Links (URLs):

Virtual Library


TOPIC: Economic Market Structures

http://www.investopedia.com/university/economics/economics6.asp

http://www.csun.edu/~dgw61315/PTlect6y.pdf

http://www.entrepreneur.com/tradejournals/article/89394762.html

TOPIC: Ethics in the Marketplace

http://www.wutsamada.com/alma/bizeth/velasq4.htm

Assignments before the Workshop:

1. Each student will write an essay analyzing a case study assigned by the facilitator.

This essay will be in word format and APA style version 6. This essay will be

sent to the facilitator through Blackboard platform, prior to the start of Workshop

Four. Print a copy and give it to the facilitator as evidence that the essay was sent

correctly and later it will be used for class discussion.

2. Also as part of the e-lab required activities, read and look for key vocabulary

concepts using Virtual Library, internet and textbooks related to a monopoly,

oligopoly and a perfect competition market. Prepare a summary and come

prepared to discuss it during one of the workshop activities.

3. Each student must continue working on the portfolio and on the final project,

bringing any updates or questions to the facilitator.


http://www.investopedia.com/university/economics/economics6.asp

http://www.csun.edu/~dgw61315/PTlect6y.pdf

http://www.entrepreneur.com/tradejournals/article/89394762.html

http://www.wutsamada.com/alma/bizeth/velasq4.htm



Key Core Vocabulary:

1. Perfect Competition Market

2. Monopoly and Oligopoly

3. “Sweat Shops” in foreign countries



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






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

were covered in the last workshop and answer any questions or concerns students

might have.

2. After providing a detailed explanation of all the objectives for the workshop, the

facilitator will randomly select the order of students to present the assigned study

case. Oral presentations should last no more than five minutes each.

3. The facilitator will present in detail the main characteristics of a perfect

competition market, a monopoly and an oligopoly. The facilitator will illustrate

each of the economic markets with basic examples.

4. Class will be divided in two groups. The facilitator will serve as a moderator on a

debate activity about the potential unethical practices from some business

organizations that belong to the discussed economic markets.

5. The facilitator and students will discuss potential unethical practices by global

businesses that utilize human resources from third world countries to minimize

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

panel discussion, power point presentation, etc.) for this activity.

6. The facilitator will explain a few examples for calculating the economic impact of

business strategies with the objective to comply with ethical codes.

7. Class will be divided in groups. Facilitator will assign to each group an exercise

for calculating the economic impact of a specific business strategy.

8. The facilitator will review all details that must be included in the final project

written work and oral presentation for the final workshop.



Assessment:

1. Individual: Students will use Appendix Cin order to summarize the concepts

discussed on the workshop.

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 divide in small groups. Each group will present three key ideas

they think everyone should have learned.



Taller Cinco/Workshop Five

(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 SEPARATE!The first

two hours must be in Spanish. The last two

hours must be in English.



1. Implementar un plan de acción estratégico para cualquier negocio basado en un

análisis de fortalezas, debilidades, oportunidades y amenazas de la empresa.

2. Considerar todo tipo de implicaciones éticas que puedan tener las decisiones

estratégicas del gerente general de una empresa.

3. Analizar el impacto económico de algunos planes estratégicos basados en

mejoras funcionales o de apoyo a una empresa.


1. Escuchar: Proveer retroalimentación constructiva 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.

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


Tema: Business Ethics / Ética en los Negocios


Tema: Planes estratégicos


http://www.quickmba.com/strategy/strategic-planning/

http://www.plan-estrategico.com/


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

1. Asistir preparado para la presentación oral del trabajo final en español. Recuerde que

para la parte del trabajo final en español debe entregar un ensayo escrito de cinco

páginas que conteste la siguiente pregunta:





http://www.plan-estrategico.com/



¿Qué mejoras funcionales y de apoyo utilizaría como gerente general de la compañía

que usted seleccionó en la sección uno? Las instrucciones detalladas del trabajo final

se encuentran en el Apéndice H.

1. Terminar todos los detalles de las partes en español del portafolio y la parte en

español del trabajo final escrito.

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

2. Come prepared to the oral presentation in English about the assigned final work.

The final written report will include:

a. Cover page

b. Table of contents

c. Introduction

d. Report body:

i. Introduction of the selected company

ii. Description of the product or service

iii. Description of the company’s SWOT Analysis

iv. Corporate strategies and implementation

3. Finish all details about the English parts of the portfolio, including the final

conclusion and the English part of the final written work.



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. Globalización

2. Ética de los negocios

3. Planes estratégicos

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. Globalization

2. Business Ethics

3. Strategic Business Plan



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



Course Code and Name 58


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.Las presentaciones orales deben

ser grabadas en video.

3. Los estudiantes llevarán a cabo la actividad de evaluación del facilitador.

4. Los estudiantes expondrán la porción en español de sus presentaciones orales.

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

1. Students will perform the English portion of their final oral presentations.

2. The facilitator will lead a brief session of questions and answers after each

presentation.

3. The facilitator will randomly select some students to share with the rest of the

class their final conclusion from the portfolio.

4. The facilitator will collect all portfolios from students.

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: Student will choose two questions from a generic list to respond to

about the day’s lesson.

2. Group: Class will divide in four small groupsand create graphic representations

of their learning and post them. Students can either share out the posters or

students canmove 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:

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

____________________________________________________________


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: _________________________ FECHA: ___________________

1- Asistencia y puntualidad: ______ 2 - Aportación a la clase: ______Puntuación Total: __________

____ 0 = Faltó al taller; _____ 1-5 = Asistió pero llegó tarde al taller; ____ 6-10= Asistió a tiempo

____ 0= Faltó al taller; _____ 1-5 = Participación: Poca a regular; _____ 6-10= Buena a excelente

0-No Cumplió 2-Deficiente 4-Regular 6-Bueno 8-Muy Bueno 10-ExcelenteN/A-No Aplica

CRITERIOS PARA APORTACIÓN A LA CLASE 0 2 4 6 8 10 N/A

1. Participa activamente de todas las actividades de la

clase, especialmente en las actividades de grupo.

2. Demuestra iniciativa y creatividad en las actividades

de clase, incluyendo las de grupos.

3. Demuestra interés en las discusiones presentadas en la

clase.

4. Viene preparado a clase.

5. Contribuye a la clase con material e información

adicional.

6. Demuestra atención y apertura a los puntos y

argumentos de sus compañeros.

7. Respeta las preguntas y planteamientos de sus

compañeros.

8. Contribuye frecuentemente a las discusiones en clase

utilizando el idioma del taller.

9. Contesta preguntas del facilitador y sus compañeros


10. Formula preguntas pertinentes al tema de la clase


Comments:_________________________________________________________________

_________________________________________________________________________


Appendix D (English)

RUBRIC EO EVALUATE ATTENDANCE AND CLASS PARTICIPATION

STUDENT’S NAME __________________________ DATE: __________

1- Attendance and Punctuality: ______ 2 - Participation: ______Total Points: __________

____ 0 =absent; ____1-5 = Attended was late to workshop; ____ 6-10= Attended on time

___ 0=absent; _____ 1-5 = Good Participation; _____ 6-10= very good to excellent

0-Not Comply 2-Deficient 4-Regular 6-Good 8-Very Good 10-ExcellentN/A-Not Applicable

CRITERIAS FOR CLASS PARTICIPATION 0 2 4 6 8 10 N/A

1. Participates actively in class especially in group

activities.

2. Demonstrates initiative and creativity in class

activities including group activities.

3. Demonstrates interest in class discussions.

4. Comes prepared for the class.

5. Contributes to class with material and additional

information.

6. Demonstrates attention and interest on peers

arguments and discussions.

7. Respects peers expositions and questions.

8. Contributes frequently to class discussions using the

workshop language.

9. Answers facilitators and peers questions using the

workshop language.

10. 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

actividades de grupo.

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

actividades de grupo.

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

Trabajo de investigación sobre la ética empresarial

Tarea

Este trabajo investigativo se enfoca en la ética empresarial y cómo las organizaciones

establecen sus valores corporativos y códigos de ética. Las organizaciones no están

obligadas a adoptar un código de ética para la gerencia y sus empleados; pero, el

ambiente corporativo de hoy ha provocado un desarrollo en los valores morales y existe

una responsabilidad social de ser un buen ciudadano corporativo ante la comunidad y la

economía global.

En esta asignación, los estudiantes harán una investigación cibernética dela información

más reciente sobre los códigos de ética utilizados por las corporaciones. Como resultado

de esta asignación, los estudiantes tendrán una mejor comprensión del rol de la ética en

las corporaciones y entenderán cómo implementar eficazmente sus propios códigos de

ética.

Recursos

1. The Ethics Resource Center- www.ethics.org

El Centro de Recursos sobre Ética (ERC, por sus siglas en inglés) es una

organización educativa sin fines de lucro cuya visión es un mundo en donde los

individuos y las organizaciones actúan con integridad. La misión de ERC es

fortalecer el liderazgo ético a nivel mundial al proveer servicios y herramientas a

través de la educación, investigaciones y alianzas estratégicas.

2. Fortune 500- http://money.cnn.com/magazines/fortune/fortune500/2011/full_list/

http://money.cnn.com/magazines/fortune/fortune500/2010/full_list/



El “Fortune 500” es un listado de las compañías más grandes de la nación, el cual

es preparado por la revista Fortune. Este listado se basa en los ingresos generados

por cada empresa e incluye la posición, nombre de la empresa, oficinas centrales,

posición que ocuparon el año anterior y su ingreso en billones de dólares.

Proceso

1. Ingrese en la página del ERC (www.ethics.org) y busque la sección de recursos

(Resources). Oprima el botón de búsqueda y escriba “corporate codes of ethics”

en la caja de búsqueda.

2. Escoja una de las empresas entre las primeras cien (100) empresas en lista de

Fortune 500 (http://money.cnn.com/magazines/fortune/fortune500/2011/full_list/)

e investigue su código de ética. Debe ir a su página corporativa, buscar y leer la

sección de valores corporativos y su código de ética.

3. Utilizando Microsoft Word, escriba un ensayo de investigación en el cual se

analice la correlación entre los valores corporativos y el código de ética de la

empresa escogida y sus hallazgos en la sección de códigos corporativos de ética

que leyó en la página del ERC. Como introducción del ensayo, escriba sus

hallazgos del ERC sobre los códigos de ética utilizados en las corporaciones. En

el cuerpo del ensayo, debe explicar cada uno de los valores y ética de la

corporación escogida y si están establecidos de acuerdo al ERC. En la conclusión,

debe expresar su opinión si cree que la empresa integra o no estos valores en sus

estrategias operacionales principales. El ensayo deberá tener una extensión de 4 a

6 páginas.




Anejo H/Appendix H

Comprehensive Written Report

Section One:

The student will demonstrate an integral perception of the human resources management

function, in which a clear understanding of the relationship between the human resources

department and the organization’s associates, i.e., employees, is evident.

Assignments to be completed:

1. Select a company that provides economical, social and ethical impact and find out

about the organizations strategies implemented, e g., SWOT* analysis of the

organization. Research and identify the competitive approach and scope, e g., core

values, mission, and vision of the company. You may choose one different company

such as a recognized retail store, software company, soda company, etc.

Some examples of business organizations and its ethical impact are:

Organization type Ethical impact

Retailers Working conditions during manufacturing at third world

countries

Breweries Water used for production

Refineries Oil spills

Mining Working conditions / excess utilization of minerals

Paper products wood

Nuclear plants Air pollution


Please visit suggested electronic links as a reference:




http://business-ethics.com/about/

http://www.business-ethics.org/education.asp

Use different tools to get information about the written report like: text

books, internet, periodicals, video documental or any other source of

information.

Guidelines for the final report presentation:

1. The final written report will include:

a. Cover page

b. Table of contents

c. Introduction

d. Report body:

i. Introduction of the selected company

ii. Description of the product or service

iii. Description of the company’s SWOT Analysis

iv. Corporate strategies and implementation

e. Conclusion

i. Economical, social and ethical impact of strategies




http://business-ethics.com/about/

http://www.business-ethics.org/education.asp


f. References

2. Organization of documentation- Documentation will be organized by the above

categories. These categories will be separated from each other using dividers with

tabs indicating the section.

3. Presentation of the written report:

a. Documentation will be posted in a binder.

b. The written report should have between 20 and 25 pages.

c. The entire written report will follow the latest edition of the APA publication

manual.

d. A list of references will be added at the end of the report.

*See glossary at the end of the document

Sección dos:

Una vez elegida la compañía:

2. Busque e investigue cuáles son las funciones de un Gerente General de la empresa

que usted seleccionó en la sección número uno de este proyecto.

3. Entregue un ensayo escrito de cinco páginas que conteste la siguiente pregunta:

¿Qué mejoras funcionales y de apoyo usted utilizaría como gerente general de la

compañía que seleccionó en la sección uno?

Mejoras funcionales:

Implementación de nuevos procesos


Implementación de departamentos

Recortes de departamentos

Restructuración de una organización

Creación de nuevas posiciones

Fusiones de compañías

Mejoras de apoyo:

Adiestramiento de personal individual o en grupos

Capacitación

Educación

Aprendizaje

4. El ensayo será redactado como lo establece la última edición del manual de

publicaciones de la Asociación Americana de Psicología (APA por sus siglas en

inglés).


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