sistema universitario ana g - suagm.edu 228 dlp 2010.… · comprenderá las distintas teorías de...

Sistema Universitario Ana G. Méndez

School for Professional Studies

Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

SOSC 228

RELACIONES INTERPERSONALES INTERPERSONAL RELATIONS

© Sistema Universitario Ana G. Méndez, 2010

Derechos Reservados.

© Ana G. Méndez University System, 2010. All rights reserved

SOSC 228 Interpersonal Relations 2

Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco

TABLA DE CONTENIDO/TABLE OF CONTENTS

Página/Page

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

STUDY GUIDE ............................................................................................................................ 16

WORKSHOP ONE ....................................................................................................................... 27

TALLER DOS .............................................................................................................................. 31

WORKSHOP THREE .................................................................................................................. 35

TALLER CUATRO ...................................................................................................................... 39

WORKSHOP FIVE/TALLER CINCO ........................................................................................ 43

ANEJO A/APPENDIX A ............................................................................................................. 49

ANEJO B/APPENDIX B .............................................................................................................. 50

ANEJO C/APPENDIX C .............................................................................................................. 51

ANEJO D/APPENDIX D ............................................................................................................. 52

ANEJO E/APPENDIX E .............................................................................................................. 53

ANEJO F/APPENDIX F............................................................................................................... 54

ANEJO G/APPENDIX G ............................................................................................................. 56

ANEJO H/APPENDIX H ............................................................................................................. 58

ANEJO I / APPENDIX I ............................................................................................................. 60

ANEJO J/APPENDIX J ................................................................................................................ 62

ANEJO K /APPENDIX K .......................................................................................................... 63



ANEJO L /APPENDIX L ............................................................................................................. 64

ANEJO M /APPENDIX M ........................................................................................................... 65

ANEJO N /APPENDIX N ............................................................................................................ 67

ANEJO O /APPENDIX O ............................................................................................................ 68

ANEJO P /APPENDIX P ............................................................................................................. 69

ANEJO Q/APPENDIX Q ............................................................................................................. 70

ANEJO R/APPENDIX R .............................................................................................................. 71

ANEJO S/APPENDIX S............................................................................................................... 72

ANEJO T/APPENDIX T .............................................................................................................. 76

ANEJO U /APPENDIX U ............................................................................................................ 78



GUIA DE ESTUDIO

Título del Curso: Relaciones Interpersonales

Codificación: SOSC 228

Duración: Cinco semanas

Prerrequisito: Ninguno

Descripción:

Estudio filosófico-teórico de las relaciones humanas e interpersonales desde la perspectiva de la

conducta. Análisis y evaluación crítica sobre la conducta humana a partir del individuo y

culminando en su relación con los demás. Énfasis en las destrezas de motivación, manejo de

conflictos, toma de decisiones, solución de problemas y la reflexión ética, entre otros. El curso se

desarrolla a partir del análisis de casos, investigaciones, ejercicios reflexivos, dinámicas de

grupos y trabajos en equipo. Se promoverá el uso responsable de la tecnología.

Objetivos Generales:

Al finalizar el curso, el estudiante:

1. Conocerá conceptos teóricos relacionados a las relaciones interpersonales y la dinámica

que estas envuelven.

2. Comprenderá las distintas teorías de grupos que sirven como base y fundamento al

desarrollo de relaciones interpersonales con la familia, amigos, el vecindario, los

compañeros de escuela y trabajo, los compañeros miembros de organizaciones cívicas,

profesionales, religiosas, deportivas, entre otras.

3. Valorizará la importancia que tienen las relaciones interpersonales en el mantenimiento

de una vida saludable y el desarrollo de un ser humano integral.



4. Evaluará el desarrollo de relaciones interpersonales dentro de un grupo a la luz de las

diversas teorías de grupos que surgen de la literatura.

5. Adquirirá conocimiento empírico sobre la dinámica de los grupos, percepción,

comunicación, membrecía, normas, liderato y poder en los grupos.

6. Desarrollará una actitud crítica frente a las diferentes teorías que se ofrecen en el curso.

7. Analizará las teorías que explican la relación que existe entre las necesidades y

expectativas del individuo y el desarrollo de relaciones interpersonales.

8. Desarrollará y demostrará habilidades en la comunicación verbal y no verbal que

contribuyan al desarrollo de relaciones interpersonales saludables.

9. Identificará distintas técnicas para el manejo y prevención de conflictos interpersonales.

10. Desarrollará capacidades que fomenten el trabajo en equipo, la consecución de metas y la

comunicación efectiva entre miembros de un grupo.

11. Evaluará situaciones prácticas de relaciones interpersonales en la familia, el trabajo, la

escuela o en la vida diaria con el fin de identificar posibles problemas de interacción

interpersonal y medidas para resolver estos problemas.

12. Valorará el proceso que lleva el desarrollo de una identidad personal para, desde adentro,

generar una imagen que se proyecto positivamente y que fomente relaciones

interpersonales positivas con los que nos rodean.

13. Auto evaluará una conducta personal con el fin de integrar el conocimiento teórico sobre

las relaciones interpersonales con la experiencia práctica de cada estudiante.



Evaluación

Criterios Puntuación Porciento

Asistencia y Participación 20 10%

Pruebas cortas 20 10%

Asignación Escrita 20 10%

Estudios de investigación 20 10%

Poster

20 10%

Portafolio 20 10%

Presentación Oral 20 10%

Ensayo 20 10%

Monografía 20 10%

Horas de laboratorio 20 10%

Total 200 puntos 100%

Descripción de la evaluación

Asistencia y Participación: Todo estudiante debe asistir a clases preparado para discutir los

temas del día. Además, deberá participar activamente en todas las actividades de la clase. La

asistencia y la participación tienen un valor de 20 puntos del total de la nota final (Ver Anejo T).

Pruebas Cortas: Durante los talleres dos y cuatro los estudiantes divididos en grupo elaborarán

una prueba sobre los temas del día. Los grupos intercambiarán las pruebas y cada grupo

responderá en equipo una prueba elaborada por otro grupo. Las pruebas cortas tienen un valor de

20 puntos del total de la nota final.



Asignación Escrita: Cada estudiante observará y analizará las relaciones interpersonales en el

trabajo, en la familia y en la escuela. El propósito de las observaciones es identificar los posibles

problemas o conflictos de relaciones y establecer cómo usted solucionará estos conflictos

utilizando las habilidades interpersonales. La asignación escrita se completará durante el taller

cinco en ingles y debe tener un total de tres páginas y seguir las reglas establecidas por el Manual

de APA (Ver tabla en el Anejo Q).

La asignación escrita tiene un valor de 20 puntos de la nota final de la clase.

Estudios de Investigación: Durante los cinco talleres cada estudiante escribirá un resumen de

una página sobre un estudio de investigación en el área de relaciones interpersonales. El resumen

debe ser escrito de acuerdo al idioma del taller. El resumen se entregará al facilitador y debe

seguir las reglas establecidas por APA. Cada estudio de investigación tendrá un valor de 4 puntos

para la nota final. Los estudiantes presentaran el resumen escrito en la clase por medio de un

informe oral (Ver Anejos S y U).

Poster: Durante el taller cinco cada estudiante va a tener la tarea de diseñar un poster en Ingles

que evidencie un aspecto del estudio filosófico de las relaciones interpersonales (motivación,

conflicto, proceso de decisiones, solución de problemas y la reflexión ética). El poster debe ser

visual y cada estudiante va a presentarlo en la clase y tendrá un valor total de 20 puntos de la

nota final (Ver Anejo D).

Presentación Oral: Cada estudiante presentará en español las observaciones de las relaciones

interpersonales durante el taller cinco. La presentación oral debe ser de forma interactiva,

original y con el uso de la tecnología (Ver Anejo G). Cada presentación oral tendrá un valor de

20 puntos de la nota final.



Ensayo: Durante el taller cuatro cada estudiante tiene la tarea de escribir un ensayo de dos

páginas en español sobre el manejo del conflicto de forma adecuada. El ensayo debe seguir las

reglas de escritura establecidas por APA (Ver Anejo H).

Monografía: Cada estudiante tiene la tarea de escribir durante el taller tres una monografía en

ingles de tres páginas sobre el liderazgo efectivo. La monografía debe constar de las siguientes

partes: Introducción, Marco Teórico, Conclusión y Referencias. Además, deberá seguir las reglas

de escritura establecidas por APA (Ver Anejo B).

Laboratorio de Lenguaje: Cada estudiante es responsable de asistir por lo menos cinco horas a

la semana al laboratorio de lenguaje para practicar el idioma de cada taller. Se requiere que cada

estudiante demuestre evidencia al facilitador de su asistencia al laboratorio.

Además, cada asistencia al laboratorio tiene un valor de cuatro puntos de la nota final.

Portafolio: Cada estudiante es responsable de completar un portafolio durante las cinco semanas

del taller que incluya todos los trabajos asignados; presentaciones orales, investigaciones,

ensayos, poster, trabajo escrito, estudios de investigación y los siguientes Anejos: I, J,K, L, M.

N, O y P. El Portafolio tiene un valor de 20 puntos de la nota final.

Texto

Andersen M. L. & Taylor H. (2008) Sociology Understanding a Diverse Society (4th ed)

California, Thomson, ISBN: 13 978-0-495-00742-5.

Baron R., A. & Byrne D. (2005) Psicología Social (10 edición) Madrid, España,

Prentice Hall, ISBN: 84-205-4332-2.

Dubrin A. J. (2005) Human Relations Career and Personal Success (7th ed) Upper Saddle

River, New Jersey, ISBN:0-13-119062-8.



McCroskey J.C. & Hickson M. (2007). Nonverbal Behavior in Interpersonal Relations

(6th ed) USA, Allyn & Bacon Publisher, ISBN: 020548669X

Myers D.G. ( 2002) Social Psychology (7th ed) New York, McGraw Hill Higher

Education, ISBN: 0-07-241387-5.

Recursos Electrónico

DiBrin A. (2011) Human Relations for Career and Personal Success: Concepts, Applications and

Skills. ( 9th ed), Prentice Hall, p. 576 ISBN 100-13-506643

Dwyer D. ( 2000) Interpersonal Relationships Routledge Modular Psychology.

Publication London, Philadelphia, Routledge.

Descripción de las Normas del Curso

1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del

Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el

desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado

en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser

conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en

cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para

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

quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.

Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien

puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador

deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una

excepción a las reglas pues es importante que los estudiantes utilicen el idioma



designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el

idioma propio todo en inglés o todo en español según aplique.

2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen

antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)

horas de preparación y en ocasiones requiere más.

3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller

deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la

ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser

necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el

trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.

Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El

facilitador ajustará la nota de las tareas repuestas.

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

opciones:

a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la

nota existente.

b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos

por debajo de la nota existente.

5. La asistencia y participación en clase de actividades y presentaciones orales es

extremadamente importante pues no se pueden reponer. Si el estudiante provee una

excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar

que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes

del lenguaje como la presentación oral o actividad a ser repuesta.



6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada

miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero

recibirán una calificación individual.

7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se

debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y

citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.

Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.

El servicio de SafeAssign TM

de Blackboard será utilizado por los facilitadores para

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

estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,

deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,

refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.

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

TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá

indicarse la fuente, bien sea mediante citas o bibliografía. 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 a evitar incurrir en el plagio de documentos y

trabajos.

8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar

copia a los estudiantes por escrito al principio del primer taller.

9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su

correo electrónico, teléfonos, y el horario disponibles.



10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,

deberá permanecer en vibración o en silencio.

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

clases.

12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que

rigen al SUAGM y el curso.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,

no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la

búsqueda de la información deseada. Entre ellas están:

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 referencias nuevas o usadas puede visitar:

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

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

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

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

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

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/



El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser

necesario.

Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de

cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de

Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de

Cumplimiento pueden visitar este enlace

http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.

Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la

certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health

Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act

(RCR).

De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina

de Cumplimiento a los siguientes teléfonos:

Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento

Tel. (787) 751-0178 Ext. 7196

Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET

Tel. (787) 766-1717 Ext. 6366

Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo

Tel. (787) 743-7979 Ext.4126

Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE

Tel. (787) 257-7373 Ext. 3936

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



Filosofía y Metodología Educativa

Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es

una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de

nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que

vivimos.

Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que

utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el

proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como

facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo

entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza

a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir

información.

Existen varios principios para el constructivismo, entre los cuales están:

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

con situaciones en las cuales los estudiantes estén buscando activamente construir un

significado.

2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el

contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos

primarios, no en hechos aislados.

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

percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.

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

memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la



educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el

aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo

provea a los estudiantes con la información sobre la calidad de su aprendizaje.

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

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: Interpersonal Relations

Code: SOSC 228

Time Length: Five weeks

Prerequisite: None

Description:

The theoretical and philosophical study of the human and interpersonal relations based on a

behavior perspective. It is the analysis and critical evaluation of the human behavior on the

individual and his or her relation with others. The course emphasizes the motivation skills

dealing with conflict, decision process, problem solution, and ethical reflection. The course is

going to be developed with case analysis, research, reflexive exercises, group activities, and

group/team work. The safe use of the technology is going to be promoted.

General Objectives:

At the end of the course the student will:

1. Learn concepts related to interpersonal relations and their dynamics.

2. Comprehend the different group theories that serve as a foundation to the development of

the interpersonal relations with the family, friends, neighbors, school peers, coworkers,

civic organizational members, professionals, religious leaders, and sports figures.

3. Provide great value to the development of interpersonal relations and its influence in the

maintenance of a healthy life and the development of an integral human being.

4. Evaluate the development of interpersonal relations using a theory group perspective.

5. Will obtain empirical knowledge about group dynamics, perception, communication,

membership, norms, leadership, and group power.

6. Develop a positive attitude toward the different theories presented in the course.

7. Analyze the different theories that will explain the relationship between the needs and the

expectations of the individual in the development of interpersonal relations.

8. Develop and demonstrate verbal and non verbal communication skills that will contribute

to the development of healthy interpersonal relations.

9. Identify different techniques to prevent and deal with interpersonal conflicts.



10. Develop capabilities that will promote group work, goals achievement and effective

communication among group members.

11. Evaluate practical situations of the interpersonal relations in the family, at work, at

school, and in daily life to identify possible problems of interpersonal relations and the

way to resolve these problems.

12. Value the process that promotes the development of personal identity in order to generate

a positive image that will promote a positive interpersonal relation with the people

around us.

13. Conduct an auto personal evaluation with the purpose of integrating the theoretical

knowledge acquired about interpersonal relations with the practical experience of each

student.

Recommended Texts:

Andersen M. L. & Taylor H. (2008) Sociology Understanding a Diverse Society (4th ed)

California, Thomson, ISBN: 13 978-0-495-00742-5.

Baron R., A. & Byrne D. (2005) Psicología Social (10 edición) Madrid, España,

Prentice Hall, ISBN: 84-205-4332-2.

Dubrin A. J. (2005) Human Relations Career and Personal Success (7th ed) Upper Saddle

River, New Jersey, ISBN:0-13-119062-8.

McCroskey J.C. & Hickson M. (2007). Nonverbal Behavior in Interpersonal Relations

(6th ed) USA, Allyn & Bacon Publisher, ISBN: 020548669X

Myers D.G. ( 2002) Social Psychology (7th ed) New York, McGraw Hill Higher

Education, ISBN: 0-07-241387-5.

Electronic Resources:

DiBrin A. (2011) Human Relations for Career and Personal Success: Concepts, Applications and

Skills. ( 9th ed), Prentice Hall, p. 576 ISBN 100-13-506643

Dwyer D. ( 2000) Interpersonal Relationships Routledge Modular Psychology.



Publication London, Philadelphia, Routledge.

Evaluation

Criteria Punctuation Percentage

Attendance & Participation 20 10%

Quiz 20 10%

Written Assignment 20 10%

Research Studies 20 10%

Poster 20 10%

Portfolio 20 10%

Oral Presentation 20 10%

Essay 20 10%

Term paper 20 10%

Language Lab 20 10%

Total 200 pts 100%

Description

1. Attendance & Participation: Each student must attend class and be prepared to discuss the

class topic. In addition, the student must participate actively in all class activities. The

attendance and participation have a 40 points value of the final grade.

2. Quiz: During workshops two and four the students are going to be divided in groups to

elaborate a quiz. The quiz will be about the topics already discussed in class. The groups will

exchange the quiz with another group in order to answer the quiz. . The quizzes will have a

value of 20 points of the final grade.



3. Written Assignment: Each student will observe and analyze the interpersonal relations at

work, at school, and with the family. The purpose of the observations is to identify the possible

problems or conflicts among the interpersonal relations and mention how you can resolve these

conflicts using the interpersonal skills. The written assignment must be done in English, and it is

due by workshop five and will need to have at least a total of three pages. Students must follow

the APA style (See Appendix Q). The written assignment will have a value of 20 points of the

final grade.

4. Research Studies: During the five workshops, each student is responsible to write a summary

about a research study related to interpersonal relations. The summary must be written according

to the workshop language and must follow the APA written style. Each summary will have a

value of 4 points of the final grade.

5. Poster: During workshop five each student will have the task of designing a poster in English

that will evidence a philosophical aspect of the interpersonal relations (motivation, conflict,

decision process, solution, and ethical reflection). During the workshop, each student will present

the poster in Spanish. The poster will have a value of 20 points of the final grade (See Appendix

D).

6. Oral Presentation: Each student will be conducting a Spanish oral presentation about the

observations gathered from the interpersonal relations. The oral presentation will be done during

workshop five and must be interactive, original, and need to include technology (See Appendix

G). Each presentation will have a value of 20 points.

7. Essay: During workshop four each student will have the task of writing a two pages Spanish

essay about how to manage conflict adequately. The essay must follow the APA style (See

Appendix H).

8. Term Paper: Each student will have the task of writing a term paper in English during

workshop three. The term paper will consist of three pages about effective leadership. The term

paper must include the following parts: introduction, theoric model, conclusion, and references.

Students must follow the APA style (See Appendix B).

9. Language Lab: Each student is responsible to attend at least four hours a week in the

language lab to practice the workshop language. It is necessary that the student provide evidence

to the facilitator that she/he attended the lab during that week.



10. Portfolio: Each student is responsible of completing a portfolio during the five weeks of the

course. The portfolio must include all the work done such as: term paper, written work, poster,

summary research studies, essay and all work completed in class. In addition, it must include the

following Appendixes: I, J, k, L, M, N, O and P.

Description of course policies

1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual

Language Immersion Model® designed to promote each student’s development as a Dual

Language Professional. Workshops will be facilitated in English and Spanish, strictly using

the 50/50 model. This means that each workshop will be conducted entirely in the language

specified. The language used in the workshops will alternate to insure that 50% of the course

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

module may specify that both languages will be used during the fifth workshop, dividing that

workshop’s time and activities between the two languages. If students have difficulty with

asking a question in the target language in which the activity is being conducted, students

may choose to use their preferred language for that particular question. However, the

facilitator must answer in the language assigned for that particular day. This should only be

an exception as it is important for students to use the assigned language. The 50/50 model

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

the language taught (Spanish or English only).

2. The course is conducted in an accelerated format and requires that students prepare in

advance for each workshop according to the course module. Each workshop requires an

average ten hours of preparation but could require more.



3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must

present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is

justified and decide how the student will make up the missing work, if applicable. The

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

student to make up the work and assign extra work to compensate for the missing class time.

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

date. The facilitator may decide to adjust the grade given for late assignments and make-up

work.

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

options:

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

the students existing grade.

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

based on the students existing grade.

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

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

provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation

activity if he/she understands that an equivalent activity is possible. This activity must

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

that was missed.

6. In cooperative activities the group will be assessed for their final work. However, each

member will have to collaborate to assure the success of the group and the assessment will be

done collectively as well as individually.



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

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

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

should be noted that plagiarized writings are easily detectable and students should not risk

losing credit for material that is clearly not their own. 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. If the Facilitator makes changes to the study guide, such changes should be discussed with

and given to students in writing at the beginning of the first workshop.

9. The facilitator will establish a means of contacting students by providing an email address,

phone number, hours to be contacted and days.

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

be on vibrate or silent mode during class session.

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

classrooms.



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

established by the institution and in this course.

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

investigation. There are many search engines and other links you can use to search for

information. These are some examples:

www.google.com

www.ask.com

www.pregunta.com



www.eric.ed.gov/

www.flelibrary.org/

www.google.com

www.ask.com

www.pregunta.com



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://bibliotecavirtualut.suagm.edu/




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




http://www.chegg.com/

http://www.bookswim.com/



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

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

The facilitator may make changes or add additional web resources if deemed necessary.

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

administer a questionnaire or an interview, he/she will need to refer to 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 website the student/facilitator will find instructions for several online

certifications related to IRB processes. These certifications include: IRB Institutional Review

Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for

Research Act (RCR).

If you have any question, 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.allbookstores.com/

http://www.alibris.com/

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



Teaching Philosophy and Methodology

This course is grounded in the learning theory of Constructivism. Constructivism is a

philosophy of learning founded on the premise that, by reflecting on our experiences, we

construct our own understanding of the world in which we live.

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

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

accommodate new experiences. As teachers, our focus is on making connections between facts

and fostering new understanding in students. We will also attempt to tailor our teaching

strategies to student responses and encourage students to analyze, interpret and predict

information.

There are several guiding principles of constructivism:

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

students are actively trying to construct meaning.

2. Meaning requires understanding wholes as well as parts. And parts must be understood in the

context of wholes. Therefore, the learning process focuses on primary concepts, not isolated

facts.

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

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

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

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

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

assessment part of the learning process, ensuring it provides students with information on the

quality of their learning.



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

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

world.

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



Workshop One

Specific Objectives:

1. Evaluate the interpersonal relations according to the theories and literature studied.

2. Apply the knowledge related to the group dynamics, communications, the members, the

norms, leadership and the conflict.

3. Develop the verbal and non verbal communication skills to promote the development of

healthy interpersonal relations.

4. Analyze the interpersonal relations in the family, at work, at school and in daily life in order

to identify the possible problems related to interpersonal problems and how to solve them.

Language Objectives:

1. The students will be able to read passages, paragraphs and complete assignments using

correct vocabulary and pronunciation in English.

2. The students will be writing sentences, paragraphs, and complete pages with correct grammar

and punctuation using English as the language of communication.

3. The students will listen to different oral presentations effectively in English.

Electronic Links (URLs):

Interpersonal Relations

http://www.businessdictionary.com/definition/Fundamental-Interpersonal-Relations-Orientation-

FIRO.html

Verbal Communication

http://www.ehow.com/about_5379632_characteristics-verbal-communication.html

http://cobweb2.louisville.edu/faculty/regbruce/bruce//mgmtwebs/commun_f98/Verbal.htm

http://www.verbalcommunications.com/

http://www.businessdictionary.com/definition/Fundamental-Interpersonal-Relations-Orientation-FIRO.html

http://www.businessdictionary.com/definition/Fundamental-Interpersonal-Relations-Orientation-FIRO.html

http://www.ehow.com/about_5379632_characteristics-verbal-communication.html

http://cobweb2.louisville.edu/faculty/regbruce/bruce/mgmtwebs/commun_f98/Verbal.htm

http://www.verbalcommunications.com/



Characteristics of Verbal and Non Verbal Communication

http://www.ehow.com/about_5422563_characteristics-verbal-amp-nonverbal-

communication.html

Interpersonal Relations at Work

http://www.uwsp.edu/education/wkirby/ntrprsnl/work.htm

http://www.buzzle.com/articles/interpersonal-relationships-at-work.html

Jorahi’s Window

http://www.noogenesis.com/game_theory/johari/johari_window.html

http://www.businessballs.com/johariwindowmodel.htm

Effective Leader

http://www.biothinking.com/applysd/leadership.htm

Assignments before the Workshop:

1. Describe the concept of interpersonal relations using a visual and present it in class.

2. Compare and contrast the concept of verbal and non verbal communication with a

diagram.

3. Define the following concepts: dynamic, feedback, membership, voluntary, non

voluntary, and Johari’s window.

4. Write four paragraphs stating how work life and personal life can be highly influence.

5. Write a one page summary about a research study related to interpersonal relations. The

summary must be written in English and must follow the APA style.

6. Identify ten norms that you need to follow daily.

7. Attend the language Lab for four hours.

http://www.ehow.com/about_5422563_characteristics-verbal-amp-nonverbal-communication.html

http://www.ehow.com/about_5422563_characteristics-verbal-amp-nonverbal-communication.html

http://www.uwsp.edu/education/wkirby/ntrprsnl/work.htm

http://www.buzzle.com/articles/interpersonal-relationships-at-work.html

http://www.noogenesis.com/game_theory/johari/johari_window.html

http://www.businessballs.com/johariwindowmodel.htm

http://www.biothinking.com/applysd/leadership.htm



Activities:

1. Introduction Activity: The facilitator will provide a blank piece of paper to each student.

The students will write one word that describe them and place the paper in a paper bag.

The facilitator will pass one description to every student and they will have to mimic it to

the class.

2. The students will describe the concept of interpersonal relations using a visual

representation.

3. The students will define the following concepts: dynamic, feedback, membership,

voluntary, non voluntary and Johari’s window using a song.

4. The class will be divided in two groups. One group will represent the verbal

communication skills and the other group the non verbal communication skills using

mimics.

5. The facilitator will provide an index card to each student. On one side of the card the

student will write how they interact with their parents, uncle, aunt, grandparent, and

coworkers. On the other side of the index card, the students will write how they interact

with their supervisors, clients, teachers, business and school administrators. Using a Venn

diagram, the students need to compare the interaction between a personal relation and a

professional relation (See Appendix C).

6. The class is going to be divided in four groups to discuss and complete the Johari

Window. Each group will identify how this activity can be an effective tool to promote

interpersonal relations.

7. Leadership Activity: The facilitator will divide the class into groups of three, and instruct

the groups to take turns giving examples of something they have done or witnessed:



something cool, emotional, very challenge, blindside experience, and a surprise. The

participants will discuss what leadership skills they had used.

8. Each student will design a personal picture that will describe their relations at work, at

home, and at school. The personal picture is going to be place on the board without a

name, and the other students need to guess which one belongs to each student.

9. Video on conflict resolution: http://www.youtube.com/watch?v=v5H76Wmh0-k

10. The facilitator will conduct the following conflict activity with the students:

a. What color is Conflict?

Cut up a large quantity of 4x4 construction-paper squares in a wide variety of colors.

Be sure to have plenty of red, black, brown, and gray. Ask each student to choose a

color or group of colors that she thinks represents conflict, either in the large group or

in smaller groups of five or six; have participants share the colors they have chosen e

and why they chose them. (If you split up into smaller groups, come back together at

the end and have volunteers share with the whole class which colors they chose and

why).

b. Using an oral presentation the students will present their research article related to

interpersonal relations.

Assessment:

1. The students will write a one page essay describing the importance of the

interpersonal relations at work, at home, and at school.

2. The students will design a brochure stating effective leadership skills at work.

http://www.youtube.com/watch?v=v5H76Wmh0-k



Taller Dos

Objetivos Específicos:

Al finalizar el taller, el/la estudiante:

1. Analizará el concepto de grupo y como los grupos influyen en las relaciones

interpersonales.

2. Entenderá porque los grupos surgen y la importancia que tiene el tamaño del grupo.

3. Identificará las diferentes razones por las cuales las personas pertenecen a un

determinado grupo.

Objetivos del Lenguaje:

1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el español como el

lenguaje de comunicación.

2. Los estudiantes son capaces de construir significado a través de diversos textos.

3. Los estudiantes van a escuchar de forma correcta diversas presentaciones orales en español.

Referencias Electrónicas

Grupos

http://www.losrecursoshumanos.com/contenidos/1850-definicion-y-clasificacion-de-grupos.html

Estereotipo

http://definicion.de/estereotipo/

Normas en la Sociedad

http://www.scribd.com/doc/6349145/Normas-y-Valores-en-Sociedad

Discriminación

http://www.eeoc.gov/laws/types/index.cfm

Asignaciones antes del Taller:

http://www.losrecursoshumanos.com/contenidos/1850-definicion-y-clasificacion-de-grupos.html

http://definicion.de/estereotipo/

http://www.scribd.com/doc/6349145/Normas-y-Valores-en-Sociedad

http://www.eeoc.gov/laws/types/index.cfm



1. Defina: grupos, tipos de grupos, díadas, triadas, creencias, normas, valores, estereotipos,

principios, conformidad, desviación del grupo y discrimen.

2. Escriba un párrafo explicando las diversas razones que existen para que las personas

pertenezcan a un determinado grupo.

3. Identifique cuáles son los diversos tipos de grupos y proveer un ejemplo de cada uno

(funcionales, de trabajo, de interés y de amistad).

4. Escriba un resumen de un artículo de investigación relacionado con las relaciones

interpersonales.

5. Utilizando un mapa conceptual definir lo que significa grupo.

6. Mencionar los tipos de grupos los cuales ha pertenecido desde su niñez hasta el presente.

7. Buscar un recorte de una noticia que evidencie la membrecía a un grupo.

8. Utilizando un diagrama de Venn comparar las ventajas y desventajas que existen al

pertenecer a un grupo.

9. Asistir al laboratorio de lenguajes por cuatro horas.

Actividades:

1. Actividad de Introducción: Cada estudiante tiene que mencionar dos aseveraciones falsas

y una cierta sobre sí mismo. El grupo tiene que identificar cual es la cierta.

2. La clase se divide en grupos y cada uno escoge una definición y la presenta con una

canción: tipos de grupos, díadas, triadas, creencias, normas, valores, estereotipos,

principios, conformidad, desviación del grupo y discrimen.

3. Cada estudiante va a definir lo que significa grupo por medio de un mapa conceptual.

4. El facilitador le provee un poster a cada estudiante. En un lado del poster identifique

todos los grupos a los cuales ha pertenecido y el otro lado identificar los grupos a los que



no ha pertenecido. Cada estudiante tiene que presentar el poster de forma oral en la clase

y explicar cómo estos grupos han influenciado en sus relaciones interpersonales.

5. La clase se divide en grupos de cuatro y cada grupo va a diseñar con los recortes de

noticias un collage que evidencie los diferentes tipos de grupos y las relaciones

interpersonales.

6. La clase va a debatir: las ventajas y desventajas de pertenecer a diferentes grupos.

7. De forma oral la clase va a explicar porque existe conformidad y desviación en los

grupos y el efecto que ambos tienen en los miembros de un grupo.

8. El facilitador asigna un numero del uno al cuatro a cada estudiante en la clase. Los

estudiantes van a dividirse de acuerdo a su número asignado. Cada número tiene la tarea

de crear un grupo original donde se incluya: el ambiente, la estructura del grupo, las

metas, la identidad, características de los miembros y objetivos del grupo. El grupo

original debe ser presentado en clase por medio de un drama. Por ejemplo: un restaurante

de comidas internacional es donde el grupo se reúne una vez a la semana (ambiente),

profesionales cibernéticos (estructura del grupo), reunirse con otros profesionales que

estén enfocados en el área tecnológica cibernética y quieren promover su negocio o

profesión a otros países (metas), poseer un bachillerato, maestría, doctorado o tener

varias años de experiencia en el área de la tecnología cibernética (identidad), mujeres y

hombres mayores de 25 años de edad (características) y promover a nivel local e

internacional todo negocio relacionado con el área tecnología cibernética (objetivos).

10. Los estudiantes van a presentar de forma interactiva un resumen de un artículo de

investigación relacionado con las relaciones interpersonales.



11. Utilizando un diagrama conceptual los estudiantes tienen que explicar las diversas

razones que existen para que las personas pertenezcan a un determinado grupo.

12. La clase se divide en parejas y cada pareja tiene que identificar dos estereotipos

establecidos en el hombre y en la mujer. Cada pareja va a presentar los estereotipos por

medio de mímicas.

13. Video: estereotipos

http://www.youtube.com/watch?v=taMEiy9dieA

Avalúo

1. Los estudiantes van a tomar una prueba corta que evidencie los conceptos aprendidos en

clase.

2. Los estudiantes van a diseñar un acróstico con la palabra grupos.

http://www.youtube.com/watch?v=taMEiy9dieA



Workshop Three


1. Identify how to deal with personal conflicts.

2. Apply concepts related to effective leadership.

3. Recognize the different leadership styles.


1. The students will be able to read passages, paragraphs, and complete assignments in

English using correct vocabulary and pronunciation.

2. The students will be writing sentences, paragraphs and complete pages with correct

grammar, and punctuation using English as the language of communication.

3. The students will listen to different oral presentations effectively in English.


Leadership

http://www.nwlink.com/~donclark/leader/leadstl.html

Leadership Styles

http://www.motivation-tools.com/workplace/leadership_styles.htm

http://psychology.about.com/library/quiz/bl-leadershipquiz.htm

http://ezinearticles.com/?Leadership-Styles&id=207329

http://www.1000advices.com/guru/leadership.html

Personal Conflict

http://www.ehow.com/how_5972594_handle-personal-conflict.html

http://www.mindtools.com/pages/article/newLDR_81.htm

Effective Leader

http://www.nwlink.com/~donclark/leader/leadstl.html

http://www.motivation-tools.com/workplace/leadership_styles.htm

http://psychology.about.com/library/quiz/bl-leadershipquiz.htm

http://ezinearticles.com/?Leadership-Styles&id=207329

http://www.1000advices.com/guru/leadership.html

http://www.ehow.com/how_5972594_handle-personal-conflict.html




http://www.nydailynews.com/money/small_biz/2009/04/04/2009-04-

04_what_makes_an_effective_leader.html

Conflict Styles



1. Write a three page term paper about effective leadership. The term paper must include the

following parts: introduction, theoretical model, conclusion and references.

2. Students must follow the APA style (See Appendix B).

3. Define the following concepts: social process, cooperation, competence, conflict, and

assimilation.

4. Define the concept of a leader using a diagram.

5. Interview a leader in your community and ask about their experience.

6. Identify ways that you deal with personal conflict.

7. Make a graph for one week (Monday through Sunday) and identify your personal

conflicts.

8. Using a drawing present the three leadership styles: authoritarian, participatory, and

democratic.

9. State which one is your vision (your favorite) as a leader using a circular map.

10. Summarize a research article related to interpersonal relations.

11. Attend four hours of language lab practicing English.

Activities:

http://www.nydailynews.com/money/small_biz/2009/04/04/2009-04-04_what_makes_an_effective_leader.html

http://www.nydailynews.com/money/small_biz/2009/04/04/2009-04-04_what_makes_an_effective_leader.html




1. Introduction activity: The facilitator will ask each student to complete the following

sentences orally: the best job I ever had was, the worst project I ever worked on was and

the riskiest thing I ever did was...

2. The facilitator will tie the students in pairs using a cord. The students need to remain tied

for half an hour. Each pair will need to record on a piece of paper any conflict that they

may encounter.

3. The class will be divided in groups and each group will define the concept of a leader

using a diagram.

4. Each student will present his / her vision as a leader using a circular map.

5. The class will have to present the following conflict styles: competitive, collaborative,

avoiding, compromising, and accommodating using a flow chart diagram.

6. The facilitator will provide a color to each student (red, blue and white). The students are

going to be divided by the color in groups. Each color group will have the task of

organizing a fund raising campaign for a worthy cause and create awareness. Moreover,

the students need to create posters and slogans related to the campaign. Each color group

will present their posters and slogans to the class.

7. The facilitator will ask the students to identify ways that you deal with personal conflict

using a diagram.

8. The facilitator will divide the class by the leadership styles. The students will have to

design a brochure that evidences the characteristics of the leadership style.

9. The students will be conducting oral presentations about the interviews done to a leader

in their community.

10. Video: 13 rules of leadership.



http://www.youtube.com/watch?v=C-vve55FDaU

Assessment

1. The students are going to students to write a two pages essay stating who you

consider a leader and why.

2. The students will design a poster stating their leadership style.

http://www.youtube.com/watch?v=C-vve55FDaU



Taller Cuatro

Objetivos Específicos:

Al finalizar el taller, el/la estudiante:

1. Identificará los factores que influyen en la percepción social.

2. Describirá las causas que existen para la resistencia al cambio.

3. Entenderá como manejar el conflicto de forma adecuada.

Objetivos del Lenguaje:

1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el español como el

lenguaje de comunicación.

2. Los estudiantes son capaces de construir significado a través de diversos textos.

3. Los estudiantes van a escuchar de forma correcta diversas presentaciones orales en

español.

Referencias Electrónicas

Percepción Social

http://academic.uprm.edu/~eddiem/psic3002/id65.htm

http://definicion.de/percepcion-social/


http://www.psicologia.com.es/psicologia_social_la_percepcion_de_los_demas.htm

Conflicto

http://www.grupoice.com/esp/cencon/pdf/desarrollo/enfrentando_conflicto.pdf

http://www.leticiabarrios.com/blog/como-manejar-el-conflicto-en-el-trabajo-en-equipo/

http://www.umano.com.pe/docs/pdf/conflicto_y_tom.pdf

Tareas


http://definicion.de/percepcion-social/


http://www.psicologia.com.es/psicologia_social_la_percepcion_de_los_demas.htm

http://www.grupoice.com/esp/cencon/pdf/desarrollo/enfrentando_conflicto.pdf

http://www.leticiabarrios.com/blog/como-manejar-el-conflicto-en-el-trabajo-en-equipo/

http://www.umano.com.pe/docs/pdf/conflicto_y_tom.pdf



1. Definir lo que significa conflicto utilizando un visual para ser presentado en la clase.

2. Explicar cómo se puede manejar el conflicto en el trabajo.

3. Defina conflicto y explicar los tres puntos de vista que existen en el conflicto de acuerdo a la

teoría del conflicto social.

4. Describa cinco estilos o formas de cómo manejar el conflicto y en qué circunstancias cada

estilo es el más adecuado.

5. Utilizando un diagrama de Venn comparar y contrastar las causas del cambio: fuerzas

internas y fuerzas externas.

6. Escribir un ensayo de dos páginas en español sobre el manejo del conflicto de forma

adecuada. El ensayo debe seguir las reglas de escritura establecidas por APA (Ver Anejo H).

7. Explicar por medio de un dibujo como la resistencia al cambio en el trabajo dificulta la

adaptación y el progreso del empleado.

8. Escriba un resumen de un artículo de investigación relacionado con las relaciones

interpersonales.

9. Asistir al laboratorio de lenguajes por cuatro horas.

Actividades

1. Actividad de Introducción: dividir la clase en parejas y proveer una tarjeta a cada

participante. Cada participante va a escribir en la tarjeta como percibe al otro participante y

luego le pegará la tarjeta en la espalda del participante. Se formará un círculo y cada

participante leerá la tarjeta de cada uno en silencio absoluto. Al finalizar de leer cada tarjeta

se discutirán las percepciones y si cada uno estuvo de acuerdo con la que se le escribió.

2. Cada estudiante va a definir lo que significa conflicto utilizando un visual en la clase.



3. El facilitador escribirá en la pizarra razones internas y externas que provocan el cambio.

Cada participante identificará cinco razones para cada una de ellas.

4. La clase se divide en parejas y cada pareja tiene que presentar un diagrama de Venn para

comparar y contrastar las causas del cambio: fuerzas internas y fuerzas externas.

5. Por medio de mímicas los estudiantes van a explicar los tres puntos de vista que existen en el

conflicto.

6. Los estudiantes van a dividirse en grupos para diseñar un “brochure” y explicar cómo se

puede manejar el conflicto en el trabajo.

7. El facilitador escribirá en un papel las tres formas de enfocar el conflicto: tradicional,

relaciones humanas y de forma estimulante. Los estudiantes van a describir a cada una por

medio de un dibujo.

8. La clase se divide en grupos de tres y cada grupo tiene la tarea de diseñar una actividad que

fomente el cambio en un supermercado. La actividad tiene que ser presentada a la clase

utilizando visuales, interacción y la tecnología.

9. Observar la foto que aparece en el Anejo R y exponer algunos factores que influyen en la

percepción social de la foto.

10. Cada estudiante va a presentar un dibujo que evidencia como la resistencia al cambio en el

trabajo dificulta la adaptación y el progreso del empleado.

11. Video: conflictos en el trabajo

http://www.youtube.com/watch?v=v50tV4dmv4o&feature=related

Video: resistencia al cambio

http://www.youtube.com/watch?v=en4WCj5-gGY&feature=related

http://www.youtube.com/watch?v=v50tV4dmv4o&feature=related

http://www.youtube.com/watch?v=en4WCj5-gGY&feature=related



Avaluó

1. Los estudiantes van a tomar una prueba corta que incluya todos los temas discutidos en la

clase.

2. Los estudiantes van a escribir un poema que evidencie su percepción social de la familia.



Workshop Five/Taller Cinco

NOTA: Este taller es bilingüe. Tanto, el

Facilitador como los estudiantes, deberán

utilizar el idioma asignado para cada tarea

y actividad.

NOTE: This is a bilingual workshop.

Both the facilitator and student should use

the language assigned for each homework

and activity.

*** This workshop is bilingual, however all the text should be written in English in the

objectives, assignments and activities as well. You will indicate which language will be used for

the assignment or activity. See examples below.


1. Explain the meaning of being a creative person and the influence with the interpersonal

relations.

2. Understand the development of personal identity in order to generate a positive image

that will promote a positive interpersonal relation with the people around us.

3. Conduct an auto personal evaluation with the purpose of integrating the theoretical

knowledge acquired about interpersonal relations.


1. The students will be able to read passages, paragraphs, and texts using correct

vocabulary and pronunciation in English.

2. The students will be writing sentences, paragraphs and complete pages with correct

grammar and punctuation using English as the language of communication.

3. The students will listen and conduct oral presentations effectively in English.




Creative person

http://www.problogger.net/archives/2007/05/09/9-attitudes-of-highly-creative-people/

http://www.wishfulthinking.co.uk/2006/08/14/what-makes-a-creative-person/

http://www.copyblogger.com/highly-creative-people/

http://www.winstonbrill.com/bril001/html/article_index/articles/1-50/article34_body.html

http://cre8ive.wordpress.com/2006/08/15/characteristics-of-a-creative-person/

Personal Identity

http://www.more-selfesteem.com/personal_identity_article.htm

http://www.answers.com/topic/personal-identity-2

Positive Image

http://www.selfgrowth.com/articles/having_a_positive_selfimage

http://www.mtstcil.org/skills/image-intro.html

http://www.more-selfesteem.com/selfimage.htm


1. Students will find the definition of being a creative person (in English).

2. Students will describe the attitudes of a highly creative person (in Spanish).

3. The students will complete the written assignment: observing interpersonal

relations at school, at work, and with family ( See Appendix Q). (English)

http://www.problogger.net/archives/2007/05/09/9-attitudes-of-highly-creative-people/

http://www.wishfulthinking.co.uk/2006/08/14/what-makes-a-creative-person/

http://www.copyblogger.com/highly-creative-people/

http://www.winstonbrill.com/bril001/html/article_index/articles/1-50/article34_body.html

http://cre8ive.wordpress.com/2006/08/15/characteristics-of-a-creative-person/

http://www.more-selfesteem.com/personal_identity_article.htm

http://www.answers.com/topic/personal-identity-2

http://www.selfgrowth.com/articles/having_a_positive_selfimage

http://www.mtstcil.org/skills/image-intro.html

http://www.more-selfesteem.com/selfimage.htm



4. The students need to bring a Spanish magazine.

5. The students need to write a summary describing a research done related to interpersonal

relations. (English)

6. The students will need to prepare to conduct their oral presentations of their observation.

(Spanish)

7. Design a poster that will evidence a philosophical aspect of the interpersonal relations

(motivation, conflict, decision process, solution, and ethical reflection).

(See Appendix D). (English)

8. The students need to complete the portfolio. (See Appendixes I, J, K, L, M, N, O and P).

9. Identify the characteristic you need to posses in order to have a positive image using a

conceptual map. (Spanish).

10. Attend the language Lab for four hours to practice English.

Activities:

1. Introduction Activity: ( English)

The students will observe and need to reflect on the picture shown on Appendix E.

2 The facilitator will ask the class to work in pairs and each pear will develop a collage

stating ten concepts learned in class. The collage will be presented it to the class (See

Appendix F). (Spanish)

3 The students will answer the test that appear in Appendix A about positive self image and

discuss the results with a partner in class. (English)

4 The students will describe the attitudes of a highly creative person using a drawing.

(Spanish)



5 The students will be divided in groups and each group will demonstrate their definition of

being a creative person using a visual. (English)

6 Using a conceptual map each student will demonstrate the characteristics you need to

posses in order to have a positive image. (Spanish)

7 The students will present their oral presentations about their observations of the

Interpersonal relations at school, at work, and with family. (English)

8 Video: The Creative Person

http://www.youtube.com/watch?v=oQdcJ84BHSk

9 The class will be divided in two groups and each group will select one research related to

interpersonal relations and present them using a song (English)

10 The facilitator will ask the students to answer the following questions on a white legal

piece of paper. (Spanish)

a. Who are you? What makes you unique? What are your values?

b. Your physical identity (what you think you look like to others)

c. Your internal identity (who you think you are in terms of your personality and

character, values etc.)

d. How do you see yourself in relation to others?

e. How do you identify yourself in terms of your job?

f. Your personal goals

When the students complete the questions they need to make a circle and paste the white

legal paper in front of their chest. Each student will move around silently in the circle and

read the answers of the other student. During the reading the facilitator will monitor that the

http://www.youtube.com/watch?v=oQdcJ84BHSk



students continue their reading silently. When all the students are done, the facilitator will

ask the students for feedback on how they felt when they were reading the other students

personal identity. In addition, each student will have to express how their personal identity

or image is similar or different to another student using a Venn diagram (See Appendix C).

Assessment:

1. The students are going to design a slogan that describes their personal identity in order to

generate a positive image that will promote a positive interpersonal relation. (Spanish)

2. Each student will write an essay describing the importance of being a creative person,

and how it can influence the interpersonal relations. (English)



Anejos/Appendixes



Anejo A/Appendix A

Positive Self Image

How positive is your self-image? Answer these true or false statements

and find out.

1. My glass is always half-empty, not half-full.

2. I'm always apologizing for things.

3. I'm always telling myself I "should" be doing this or that.

4. I constantly criticize myself.

5. What other people think about me dictates how I feel about myself.

6. I am critical of my mistakes and relive them over and over.

7. I always let the people who care about me down.

8. I feel like I have the weight of the world on my shoulders.

9. A partial failure is as bad as a complete failure.

10. I bend over backwards to please others.

11. I am not sure I have done a good job unless someone else points it out.

12. It is hard for me to forgive and forget.

13. I have to work harder than others for relationships and am afraid that the relationships I have

will fail.

14. If I don't do as well as others, it means that I am not as good as them.

15. If I can't do something well, there is no point in doing it at all.

Results:

Give yourself 1 point for each question you answered with a "true".

0 - 4: You have a generally positive way of thinking and should feel good about yourself. Keep it

up!

5 - 8: You may be struggling with some negative emotions. Take time to review your good

qualities.

9 or more: You can be very critical of yourself. Challenge yourself to change your way of

thinking!



Anejo B/Appendix B

RUBRIC TO EVALUATE WRITTEN WORK

Student Name: ______________________ Date: _______________

Criteria Value Points Student Score

Content

The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper

10

Presentation of ideas is organized, coherent and can be easily followed

10

The paper properly explains content. 10

The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.

10

The paper demonstrates substance, logic and originality.

10

The author presents his point of view in a clear, convincing and well based manner.

10

Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

10

Language

Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).

10

Uses grammar appropriately and correctly.

10

Manages and uses verbs appropriately and correctly.

10

Total Points 100 (70% content and 30%

language)

Student’s total Score: _______

Student’s Signature: ____________________Facilitator’s Signature:___________________



Anejo C/Appendix C

Venn Diagram



Anejo D/Appendix D

Poster scoring rubric

Student: _____________________________________ Date: _______________

0

Did not do the

assignment

1

Needs

improvement

2

Fair

3

Good

4

Very good

5

Excellent

N/A

Not Applied

Evaluation Criteria 0 1 2 3 4 5 NA

1. The poster contains relevant information and

articles.

2. The poster is neat and presents well-organized

information.

3. The poster is exceptionally attractive in terms

of design, layout, and color.

4. There are no grammatical/mechanical mistakes

on the poster.

5. All graphics on the poster are related to the

topic and make it easier to understand.

6. The poster includes all required elements as

well as additional information.

7. The poster shows a deep understanding of the

subject and related concepts.

8. All items of importance on the poster are

clearly labeled with labels that can be read

from at least 3 ft. away.

9. The student or the group made a good

presentation of the poster to the class.

10. The overall final result represents the

maximum effort of the student or the group.

11. The written language was grammatically

correct.

12. Uses spelling, punctuation and capitalization

correctly.

13. The poster provides evidence of the main ideas

clearly.

14. The student demonstrates that is proficient in

English.



Anejo E/Appendix E

Self Reflection



Anejo F/Appendix F

Matriz de valoración del collage

Nombre/Grupo ____________________________________________________

Tema: __________________________________ Fecha: __________________

Criterios Puntaje posible Puntaje obtenido

Todos los gráficos u objetos utilizados en

el collage reflejan un alto grado de

creatividad del estudiante en su

exhibición.

1.25 punto

Las ilustraciones son del tamaño y forma

apropiados y están colocados

perfectamente. Se ha tenido cuidado para

alcanzar un balance de las ilustraciones en

toda el área del collage. Las figuras han

sido adheridas apropiadamente y lucen

fijas.

1.25 punto

El collage incluye 15 ó más ítems, cada

uno diferente.

1.25 punto

Se ha dedicado mucho tiempo y esfuerzo

en la planificación y el diseño del collage.

Es obvio que los estudiantes trabajaron

tanto en casa como en el salón de clase.

1.25 punto

Los títulos y el texto se escribieron sin

enmendaduras y son fáciles de leer desde

una cierta distancia.

1.25 punto

El estudiante brinda una explicación

razonable de cómo se relaciona cada ítem

del collage con el tema asignado. Para la

mayoría de ítems, la relación es clara sin

necesidad de explicación.

1.25 punto



El collage comunica claramente la

comprensión del tema que tiene el autor.

1.25 punto

El collage luce atractivo, ordenado y

limpio.

1.25 punto

TOTAL 10 puntos

_______________

Puntaje Total

Firma del facilitador: _________________________



Anejo G/Appendix G

Matriz de valoración de la presentación oral

Integrantes del grupo _______________________________________________

Curso: ______________________ Fecha: ________________________

Tema: _______________________ Tiempo: ________________________

Criterios Valor Puntaje obtenido

Presentación

Mantiene la atención de toda la

audiencia utilizando el contacto visual

directo, y mirando las notas raramente.

1 punto

Los movimientos son adecuados y

ayudan a la audiencia a visualizar el

contenido de la presentación.

1 punto

El estudiante demuestra estar relajado y

tranquilo, sin hacer errores.

1 punto

El estudiante utiliza una voz clara con

Buena proyección y entonación.

1 punto

El estudiante demuestra un

conocimiento completo al responder

todas las preguntas con explicaciones y

elaboraciones.

1 punto

El estudiante presenta la información en

una secuencia lógica e interesante la

cual la audiencia puede seguir sin

problema.

1 punto

Demuestra una actitud fuerte y positiva

acerca del tema durante toda la

presentación.

1 punto

Lenguaje



Demuestra habilidad en el manejo del

idioma inglés estándar (vocabulario,

sintaxis y flujo de ideas).

1 punto

Usa una pronunciación correcta durante

la presentación.

1 punto

El nivel de formalidad de la

presentación es adecuada a la naturaleza

de la misma.

1 punto

Total 10 (70% contenido y

30% lenguaje)

___________

Puntaje Total:


Nota: El puntaje deberá registrarse como sigue:

Excelente 1.00 punto

Bueno 0.75 punto

Regular 0.50 punto

Necesita mejorar 0.25 punto



Anejo H/Appendix H

MATRIZ DE VALORACIÓN DEL ENSAYO INDIVIDUAL NARRATIVO

Nombre del Estudiante: …………………………………… Fecha: ……………..


Contenido

El contenido introductorio es claro y bien

establecido.

1 punto

Se exponen los detalles más importantes

y relevantes en el ensayo.

1 punto

Describe y compara las cualidades

individuales del autor en comparación

con las cualidades requeridas por los

estándares de manera clara y efectiva,

brindando ejemplos precisos y vívidos.

1 punto

Las oraciones son coherentes y las ideas

fluyen durante la lectura del ensayo.

1 punto

Establece una relación del autor con el

tema, brindando una perspectiva clara

sobre el tema y llamando la atención del

lector.

1 punto

Establece conclusiones que reflejan las

relaciones o los resultados más

importantes del tema.

1 punto

Demuestra un entendimiento tol de las

ideas más importantes hasta alcanzar un

nivel superior de comprensión de una

manera organizada.

1 punto

Lenguaje

Demuestra habilidad en el manejo del 1 punto



idioma español (vocabulario, sintaxis y

flujo de ideas).

Usa la gramática de una manera adecuada

y correcta.

1 punto

Usa la puntuación, la ortografía y el

formato APA correctamente.

1 punto

Total 100 ( 70% contenido y

30% lenguaje)

Puntaje total:




Bueno 0.75 punto

Regular 0.50 punto




Anejo I / Appendix I

PORTFOLIO

Guidelines to prepare the portfolio

1. Determination of sources of content

2. The following, but not limited to, documentation will be included:

a. Projects, surveys, and reports.

b. Oral presentations

c. Essays: dated writing samples to show progress

d. Research papers: dated unedited and edited first drafts to show progress

e. Written pieces that illustrate critical thinking about readings: response or

reaction papers.

f. Class notes, interesting thoughts to remember, etc.

g. Learning journals, reflexive diaries.

h. Self assessments, peer assessments, facilitator assessments.

i. Notes from student-facilitator conferences.

3. Organization of documentation

Documentation will be organized by workshop, and by type of assignment within

workshops. Workshops will be separated from one another using construction paper

or paper of different colors, with tabs indicating the workshop number.

4. Presentation of the portfolio

Documentation will be posted in a binder or in a digital version (e-portfolio).

The cover page will follow exactly APA guidelines applied to a cover page of

research papers submitted at Metro Orlando Campus. This cover page will be

placed at the beginning of the portfolio.

The entire portfolio will follow APA style: Courier or Times New Roman font,

size 12, double space, and 1-inch margins. See a “Publication Manual of the

APA, Fifth Edition”

A log of entries that can be expanded with each new entry properly

numbered. The table, which should be located at the beginning, should

include a brief description, date produced, date submitted, and date evaluated

(Appendix K).



Introduction and conclusion of the income and outcome of the portfolio.

A list of references and appendixes of all assignments included will be added

to the end of the portfolio.

The Portfolio Informational Sheet will be placed in the transparent front pocket

of the binder for identification purposes (Appendix J).

5. Student-Facilitator Feedback Template: Progression follow-up

The final step in implementing portfolios, before returning them to the student or

school life, is sharing feedback with each student to review the contents, student

reflections, and your evaluations of individual items and all of the work together as

related to learning targets (Banks, 2005).

Facilitators will e-mail a feedback template to all students. This template will contain

information pertaining to weaknesses and strengths found in students’ portfolios

(Appendix L). Facilitators will focus their attention on showing students what is

possible and their progress rather than what is wrong; however, this does not mean

that facilitators will not cover weaknesses and areas for improvement during the

conference. Facilitators will send this feedback template upon completion of

workshop one.

Students will also have the opportunity to respond to the facilitator’s feedback and

write their own comments and/or ideas of how to improve the quality of their

portfolios, and how to become better metacognitive learners on the feedback

template. Students will e-mail the template with their comments back to the facilitator

after every workshop.

6. Portfolio storage:

Portfolio samples will be safely stored for a six-month term on campus.

Students will sign an official document empowering Ana G. Mendez

University System with rights to use their portfolios with educational or

accreditation purposes during this term (Appendix N).

After this term, and if their authors authorize Ana G. Mendez University

System to discard their portfolios by signing an official document, portfolio

samples will be destroyed; otherwise, they will be returned to their original

authors (Appendix P).



Anejo J/Appendix J

PORTFOLIO INFORMATIONAL SHEET

Sistema Universitario Ana G. Méndez Florida Campuses

Universidad del Este, Universidad Metropolitana, Universidad del Turabo

Check one: Universidad del Este Universidad Metropolitana Universidad del Turabo Check one: Undergraduate

Graduate

Concentration

Student’s Name

Facilitator’s Name

Course:

Portfolio rated as

Reason of this rate



Anejo K /Appendix K

Log of Entries

Entry Description

Date of Entry

Date

Submitted

Date

Evaluated

Page #

1

2

3

4

5

6

7

8

9

10



Anejo L /Appendix L

Checklist for Portfolio Assessment

Has the student set academic goals?

Does the portfolio include enough entries in each area to make

valid judgments?

Does the portfolio include evidence of complex learning in realistic

setting?

Does the portfolio provide evidence of various types of student

learning?

Does the portfolio include students’ self-evaluations and

reflections on what was learned?

Does the portfolio enable one to determine learning progress and

current level of learning?

Does the portfolio provide clear evidence of learning to users of

the portfolio?

Does the portfolio provide for student participation and

responsibility?

Does the portfolio present entries in a well-organized and useful

manner?

Does the portfolio include assessments based on clearly stated

criteria of successful performance?

Does the portfolio provide for greater interaction between

instruction and assessment?

Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson

Education, Inc.



Anejo M /Appendix M

Portfolio Rubric

4 3 2 1

PORTFOLIO APPEARANCE

Readable: Are entries typed in an appropriate font and size? Are

entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?

Professionalism: Is the appearance of the portfolio

professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?

Organization: Is the portfolio organized in a manner that makes

it easy to follow and easy to quickly locate information?

PORTFOLIO CONTENT AND FUNCTION

Content: Are all required entries included in the portfolio? Are

entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.

Authenticity: Are the samples and illustrations a true reflection

of the student’s efforts and abilities?

Growth/Development: Do samples provide thorough

understanding of growth and development related to their field of concentration? Do items show what the student has learned?

Collaboration: Do items show examples of both individual and

group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?



Reflection and Personal growth: Do items show exceptional

understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?

Professional Conduct: Do items show clear understanding of

ethical behavior and professional conduct? Do items display the pride the student has in his or her work?

Overall Portfolio Impact

Is this portfolio an asset in demonstrating the student’s value

(skills, abilities, knowledge) to a potential employer or college representative?

Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted

02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro

Orlando Campus

http://www.lcusd.net/lchs/portfolio/rubric.htm



Anejo N /Appendix N

Portfolio Assessment Feedback Template

Strengths Weaknesses Improvement Ideas

Facilitator’s comments

Student’s response and comments



Anejo O /Appendix O

Use and Return of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System, to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the office of Assessment and Placement to

keep a copy of my portfolio for six months and return it to me at the end of this

period of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date

SOSC 228 Interpersonal Relations

Prepared on August/2010. By Magaly Pacheco, E.d.D.

Anejo P /Appendix P

Use and Discard of Portfolio

Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo

I, ____________________________________, grant permission to the office of

Assessment and Placement of the Ana G. Méndez University System to keep in

their records a copy of my portfolio. I understand that the portfolio is going to be

used for accreditation or educational purposes only, and that is not going to be

disclosed without my consent.

By signing this document I authorize the Office of Placement and Assessment to

keep a copy of my portfolio for six months and discard it at the end of this period

of time.

_______________________________ ___________

Student’s Name (print) Date

_______________________________ ___________

Student’s Signature Date



Anejo Q/Appendix Q

Written Assignment Log

Interpersonal Relations

DAYS WORK FAMILY SCHOOL

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday



Anejo R/Appendix R: Percepción Social



Anejo S/Appendix S

Oral presentation rubric

Group members ________________________________________________

Course: ____________________ Date: ________________________

Topic: ______________________ Time: ________________________

Criteria Value Points Student’s Score

Presentation

Holds attention of entire audience with

the use of direct eye contact, seldom

looking at notes.

1 point

Movements seem fluid and help the

audience visualize

1 point

Student displays relaxed, self-confident

nature about self, with no mistakes.

1 point

Student uses a clear voice with a good

projection and intonation.

1 point

Student demonstrates full knowledge by

answer all questions with explanations

and elaborations.

1 point

Student presents information in logical,

interesting sequence which audience can

follow

1 point

Demonstrates a strong, positive feeling

about topic during entire presentation

1 point

Language

Demonstrates a command of standard

English (vocabulary, syntax and flow of

ideas)

1 point

Uses correct pronunciation of the 1 point



language.

The tone of the presentation is

appropriate.

1 point

Total Points 10 ( 70% content and

30% language)

_________

Total score:

Facilitator’s signature: ________________________

Note: The score obtained by the student should be recorded as follows:

Excellent: 1.00 point

Good: 0.75 point

Fair: 0.50 point

Needs improvement: 0.25 point



Matriz de valoración de la presentación oral

Integrantes del grupo _______________________________________________

Curso: ______________________ Fecha: ________________________

Tema: _______________________ Tiempo: ________________________


Presentación

Mantiene la atención de toda la

audiencia utilizando el contacto visual

directo, y mirando las notas raramente.

1 punto

Los movimientos son adecuados y

ayudan a la audiencia a visualizar el

contenido de la presentación.

1 punto

El estudiante demuestra estar relajado y

tranquilo, sin hacer errores.

1 punto

El estudiante utiliza una voz clara con

Buena proyección y entonación.

1 punto

El estudiante demuestra un

conocimiento completo al responder

todas las preguntas con explicaciones y

elaboraciones.

1 punto

El estudiante presenta la información en

una secuencia lógica e interesante la

cual la audiencia puede seguir sin

problema.

1 punto

Demuestra una actitud fuerte y positiva

acerca del tema durante toda la

presentación.

1 punto

Lenguaje



Demuestra habilidad en el manejo del

idioma inglés estándar (vocabulario,

sintaxis y flujo de ideas).

1 punto

Usa una pronunciación correcta durante

la presentación.

1 punto

El nivel de formalidad de la

presentación es adecuada a la naturaleza

de la misma.

1 punto

Total 10 (70% contenido y

30% lenguaje)

___________

Puntaje Total:




Bueno 0.75 punto

Regular 0.50 punto




Anejo T/Appendix T

Attendance and Participation Rubric Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ Absence in three workshops/ Absence in two workshops and was late in three workshops _____ Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ Absence in 1 workshop/ No absent but was late in three workshops _____ No absent but was late in 1 or two workshops _____ No absent or late in any of the workshops Note: The student absence to a workshop represents a loss of 4 points. The facilitator will follow the policy of attendance of the Institution for grade purposes.

(70 percent)

Content

Value

Points

Student

Score

Student offers an in-depth and solid analysis of

the discussed content and the dialogue flows

smoothly during the discussion.

2

Student comes appropriately prepared for

discussion – with notes taken from their reading,

passages of textbooks, copies or prints- about the

topic in discussion.

2

Student, through his/her comments, shows that is

paying close attention to what other participants

say about the topic.

2

Student provides explanations and follow up to

enrich discussion.

2

Student’s observations is usually related to ideas 2



or arguments presented in the discussion of the

topics.

Sub-Total 10

(30 percent)

Language

Value

Points

Student

Score

Students show good use of the standard

English/Spanish language (vocabulary, syntax

and grammar).

4

Students use appropriate oral fluency in their

contributions to the topics discussed.

4

Given a controversial topic during discussion,

students show a persuasive argument based on

scientific literature to support their points of view

about it.

2

Sub-Total 10

Total 20 points Total Score:



Anejo U /Appendix U

MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESCRITOS

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. El escrito es claro, enfocado e interesante.

2. Identifica el propósito, los objetivos e ideas principales que se incluyen en el escrito.

3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.

4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.

5. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.

6. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase.

7. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentada.

LENGUAJE

8. El escrito demuestra sustancia, lógica y originalidad.

9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.

10. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.

Comentarios:

________________________________________________________________

________________________________________________________________

____________



Appendix U

RUBRIC TO EVALUATE WRITTEN PAPERS

NAME: _______________________ FINAL GRADE: ________________

TITLE: _______________________ DATE: _________________________

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

NOT APPLY

CRITERIA 0 1 2 3 4 5 N/A

1. The paper is clear, focused and interesting.

2. Identifies purpose, objectives and principal ideas included in the paper.

3. Presentation of ideas is organized, coherent and can be easily followed.

4. The paper includes all parts or elements of the assigned theme or task in a direct and appropriate manner.

5. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.

6. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.

7. The author presents his point of view in a clear, convincing and well-based manner.

LANGUAGE

8. Utilizes appropriate language with grammatical and syntactical correction.

9. Utilizes precise, correct and appropriate vocabulary.

10. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.

Comments:

___________________________________________________________

________________________________________________________________

________________________________________________________________

____________

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