Sistema Universitario Ana G. Méndez School for …...5. La asistencia y participación en clase de...
Transcript of Sistema Universitario Ana G. Méndez School for …...5. La asistencia y participación en clase de...
Sistema Universitario Ana G. Méndez School for Professional Studies
Florida Campuses Universidad del Este, Universidad Metropolitana, Universidad del Turabo
ADED 600
ADULT EDUCATION: FUNDAMENTALS, CHALLENGES AND CONTROVERSIES
LA EDUCACION DE ADULTOS: FUNDAMENTOS, RETOS Y
CONTROVERSIAS
© Sistema Universitario Ana G. Méndez, 2007
Derechos Reservados.
© Ana G. Méndez University System, 2007. All rights reserved
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Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
Prontuario ......................................................................................................................3
Study Guide .................................................................................................................11
Workshop One.............................................................................................................18
Taller Dos .....................................................................................................................21
Workshop Three ..........................................................................................................25
Taller Cuatro ................................................................................................................27
Taller Cinco/Workshop Five .......................................................................................30
Anejo A/Appendix A ....................................................................................................33
Anejo B/Appendix B ....................................................................................................34
Anejo C/Appendix C ....................................................................................................36
Anejo D/Appendix D ....................................................................................................38
Anejo E/Appendix E ....................................................................................................39
Anejo F/Appendix F.....................................................................................................40
Anejo G/Appendix G....................................................................................................41
Anejo H/Appendix H ....................................................................................................42
Anejo I/ Appendix I ......................................................................................................43
Anejo J/Appendix J .....................................................................................................45
Anejo K/Appendix K ....................................................................................................46
Anejo L/Appendix L.....................................................................................................47
Anejo M/Appendix M ...................................................................................................48
Anejo N/Appendix N ....................................................................................................50
Anejo O/Appendix O....................................................................................................51
Anejo P/Appendix P ....................................................................................................52
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PRONTUARIO
Título del Curso: La educación de adultos: fundamentos, retos y controversias
Codificación: ADED 600
Duración: Cinco semanas
Prerrequisito: Ninguno
Descripción:
Estudio de los fundamentos históricos, filosóficos de la educación de adultos, sus
métodos y enfoques. Análisis del movimiento de la educación de adultos desde sus
comienzos al presente. Examen crítico de los cambios que han creado nuevos tipos de
aprendices, los retos y las controversias de la práctica de la educación de adultos
contemporánea y sus implicaciones para el futuro.
Objetivos Generales:
Durante el curso, el estudiante:
1. Analizará los fundamentos métodos y enfoques de la educación de adultos.
2. Estudiará el movimiento de la educación de adultos desde sus comienzos al
presente.
3. Examinará críticamente los cambios, los retos y las controversias de la práctica
de la educación de adultos contemporánea y sus implicaciones para el futuro
Textos de referencia:
Boone, J. B., Safrit, R. D., & Jones, J. (2002). Developing Programs in Adult
Education: A Conceptual Programming Model (2nd ed.). Waveland Press.
Referencias Suplementarias y/o Materiales:
Dickinson, Gary (1981). Introduction to teaching adults. Module 1: Guidelines for
teachers of adults. (Report No. CE 030315). Vancouver: British Columbia
University, Center for Continuing Education.(ERIC Document Reproduction
Service No. Ed 208 201).
Draves, W. A. (1984). How to teach adults. Kansas: Lern.
English, L. (Ed.) (2005). International Encyclopiedia of Adult Education. Palgrave
Macmillan.
Kepner, T. y Sparks, L. (1972). Objectives marketplace game. National Special
Media Institutes.
ADED 600 Adult Education: Fundamentals… 4
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Knowles, M.S. (1980). The modern practice of adult education: From
pedagogy to andragogy. New York: Cambridge.
Mager, R.F. (1980). Objetivos para la enseñanza efectiva. Caracas: Librería
Editorial Salesiana.
Means, R. K. (1979). Metodología y educación. Buenos Aires: Editorial Paidos.
NCATE/NASPE. (1989). An institutional manual. National Teachers Association
Teacher Standards.
Tight, M. (2003). Key Concepts in Adult Education and Training.
Routledge Falmer.
Evaluación:
La evaluación de los estudiantes en el curso se realizará tomando en consideración el
desempeño de los estudiantes en los siguientes criterios:
Participación efectiva en la clase 20%
Presentación oral y escrita sobre el tema que le corresponda 20%
Resúmenes de lecturas sobre los temas de estudio/ Diario reflexivo 20%
Investigación para analizar las modalidades de educación de adultos
existentes
Portafolio
20%
20%
Total 100%
Participación en clase (Anejo A)
• Asistencia a clases
• Objetividad y profesionalismo en la discusión
• Demostración del dominio de los temas discutidos
• Cumplir con las tareas asignadas en la clase
• Participación en trabajo colaborativo
• Destrezas de comunicación verbal adecuadas
• Calidad de los trabajos de acuerdo al nivel
• Puntualidad en la entrega de trabajos
Presentación oral (Anejo B)
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• Trabajo de grupo
• Cada miembro presentará un tema, sub-tema o una parte del tema que se le
asigne.
• Es requisito utilizar medios audiovisuales y estrategias de presentación variadas.
Ejemplo: simulaciones, dramas, debates, competencias académicas, grabación de
vídeos, entrevistas, entre otros.
• Debe ser creativo.
• Las presentaciones se llevarán a cabo en el Taller Dos al Cinco.
• Presentar las referencias utilizando el Manual de Estilo de Publicaciones (APA, por
sus siglas en inglés)
• El informe escrito debe ser entregado en el Taller en el que hace la presentación.
Resúmenes de lecturas/ Diario Reflexivo (Anejo C)
El estudiante redactará un diario reflexivo al finalizar los Talleres 2, 3 y 4 con el fin de
reflexionar críticamente sobre los conceptos, sentimientos y actitudes relacionados con
la educación de adultos. Debe incluir el resumen de una lectura realizada para cada
uno de los talleres 2, 3 y 4 y su análisis sobre la aplicación de la misma para la
educación de adultos. Cada diario tendrá un valor de 33 puntos.
Investigación para analizar las modalidades de educación de adultos existentes
(Anejo D) para entregar en el Taller Cinco.
Cada estudiante preparará una investigación para comparar algunas de las
modalidades de educación de adultos existentes con lo que dice la literatura sobre este
tema. Esta investigación persigue el que se haga un examen crítico de los cambios
que han creado nuevos tipos de aprendices, los retos y las controversias de la práctica
de la educación de adultos y sus implicaciones para el futuro. Cada estudiante llevará
a cabo los siguientes pasos:
a) identificará y describirá una de las modalidades de educación de adultos
existentes,
b) describirá lo que dice la literatura en torno a este tema,
c) comparará la forma en que se está implantando esta modalidad con lo que dice
la literatura
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d) hará recomendaciones para mejorar la implantación de estas modalidades.
Autoevaluación (Anejo F)
Cada estudiante completará un ejercicio de autoevaluación. El mismo no conlleva una
nota individual, pero es indispensable para la evaluación de la participación en clase.
Curva Nota
100 – 90 A
89 – 80 B
79 – 70 C
69 – 60 D
59 – 0 F
Descripción de las normas del curso:
• La asistencia es obligatoria. El estudiante debe excusarse con el facilitador, si tiene
alguna ausencia y reponer todo trabajo. El facilitador se reserva el derecho de
aceptar la excusa y el trabajo presentado y ajustar la evaluación, según entienda
necesario.
• Las presentaciones orales y actividades especiales no se pueden reponer, si el
estudiante presenta una excusa válida y constatable (ej. médica o de tribunal), se
procederá a citarlo para un examen escrito de la actividad a la cual no asistió.
• Este curso es de naturaleza acelerada y requiere que el estudiante se prepare antes
de cada taller, según especifica el módulo. Se requiere un promedio de 10 horas
semanales para prepararse para cada taller.
• El estudiante debe someter trabajos de su autoría, por lo tanto, no deberá incurrir en
plagio. Debe dar crédito a cualquier referencia.
• Si el facilitador realiza algún cambio, deberá discutir los mismos con el estudiante
en el Taller Uno. Además, entregará los acuerdos por escrito a los estudiantes y al
Programa.
• El facilitador establecerá el medio y proceso de contacto.
• El uso de teléfonos celulares está prohibido durante los talleres.
• No está permitido traer niños o familiares a los salones de clases.
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Descripción de las normas del curso
1. Este curso sigue el programa “Discipline-Based Dual-Language Model®” del
Sistema Universitario Ana G. Méndez, el mismo esta diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será
facilitado en inglés y español, utilizando el modelo 50/50. Esto significa que cada
taller deberá ser conducido enteramente en el lenguaje especificado. Los
lenguajes serán alternados en cada taller para asegurar que el curso se ofrece
50% en inglés y 50% en español. Para mantener un balance, el 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:
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Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
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 (vea la política de
honestidad académica).
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 esta prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante esta sujeto a las políticas y normas de conducta y
comportamiento que rigen 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
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sitios Web que podrá utilizar para la búsqueda de la información deseada. Entre
ellas están:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o
añadir algunas de ser necesario.
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:
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1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse
en el contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los
conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes
utilizan para percibir el mundo y las presunciones que ellos hacen para apoyar
dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
no sólo memorizar las contestaciones “correctas” y repetir el significado de otra
persona. Como la educación es intrínsicamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer del avalúo parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información
sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: Adult Education: Fundamentals, Challenges and
Controversies
Code: ADED 600
Time Length: Five Weeks
Prerequisite: NONE
Description:
Study of historic fundamentals, philosophy in adult education, methods and focus.
Analyze the adult education movement from its beginnings to the present. Critically
examine changes that have created new types of learners, challenges, and
contemporary controversies on the practice of adult learning and implications for the
future.
General Objectives:
Throughout the course, the student will;
1. Analyze the fundamentals, methods, and focus of adult education.
2. Study the movement of adult education form its beginnings.
3. Will examine critical changes, challenges, and controversies associated with the
education of adults and its implications for the future.
Text and Resources:
Boone, E. J. et al. (2002). Developing Programs in Adult Education: A Conceptual
Programming Model (2nd edition). Waveland Press.
References and Supplementary Materials:
Dickinson, Gary (1981). Introduction to teaching adults. Module 1: Guidelines for
teachers of adults. (Report No. CE 030315). Vancouver: British Columbia
University, Center for Continuing Education. (ERIC Document Reproduction
Service No. Ed 208 201).
Draves, W. A. (1984). How to teach adults. Kansas: Lern.
English, L. (Ed.) (2005). International Encyclopiedia of Adult Education. Palgrave
Macmillan.
Kepner, T. y Sparks, L. (1972). Objectives marketplace game. National Special
Media Institutes.
ADED 600 Adult Education: Fundamentals… 12
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Knowles, M.S. (1980). The modern practice of adult education: From
pedagogy to andragogy. New York: Cambridge.
Mager, R.F. (1980). Objetivos para la enseñanza efectiva. Caracas: Librería
Editorial Salesiana.
Means, R. K. (1979). Metodología y educación. Buenos Aires: Editorial Paidos.
NCATE/NASPE. (1989). An institutional manual. National Teachers Association
Teacher Standards.
Tight, M. (2003). Key Concepts in Adult Education and Training.
Routledge Falmer.
Evaluation
The evaluation of students is based upon the following criteria:
Class Participation 25%
Oral and written reports 25%
Summary of readings on class topics/ Reflexive Diary 25%
Research to analyze Modalities of adult education existing today
Portfolio
25%
20%
Total 100%
Class Participation (Appendix A)
Evaluation Criteria
• Attendance to class
• Objectivity and professionalism in discussions
• Demonstrate Knowledge of topics discussed
• Complete tasks assigned for class
• Participate in collaborative assignments.
• Adequate use of verbal communication skills
• Quality of assignments according to level
• Assignments are handed in on time
Oral Presentation:
• Group work
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• Each member of the group will present a topic, partial topic, or part of the
assigned topic.
• It is a requirement that you use different audio visual methods and a variety of
strategies. Example: simulations, drama, debates, academic competitions, video
tapes, interviews….
• You must be creative.
• Presentations will occur through Workshops Two to Five.
• All references are to be cited using APA style.
• A written report must be submitted the same day as the presentation.
Summary of readings/ Reflective Diary: (Appendix C)
The student will write a Reflective diary for Workshops 2, 3, and 4 with the purpose of
reflecting critically about the concepts, feelings, and attitudes related to adult education.
You must include a summary of your readings for each of the following Workshops 2, 3,
and 4 and your analysis concerning the application to adult education. Each diary entry
will have a value of 33 points.
Research to analyze the different modalities for adult education (Appendix D) due
in Workshop five.
Each student will prepare a research paper to compare some of the modalities of adult
education which exist with what the literature says about the topic. The purpose of the
research is to critically examine the changes which have created a new type of student,
the challenges and controversies surrounding the practice of adult education and the
implications for the future. Each student will follow the steps that continue:
a) identify and describe one of the modalities of adult education
b) describe what the literature says about this topic.
c) compare the way in which this modality is being implemented with what the
literature says.
d) make comments to improve the implementation of these modalities .
Auto evaluation Scale (Appendix F)
Each student will complete an auto evaluation. This will not be assigned an individual
grade, but is essential for the evaluation of class participation.
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Curve Grade
100 – 90 A
89 – 80 B
79 - 70 C
69 – 60 D
59 – O F
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Dual-Language
Discipline-Based 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
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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 (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
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10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism
is a philosophy of learning founded on the premise that, by reflecting on our
experiences, we construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use to
perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make the assessment part of the learning process, ensuring it provides students
with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives
of the world.
7. Learning should be internally controlled and mediated by the learner.
ADED 600 Adult Education: Fundamentals… 18
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Workshop One
Specific Objectives
At the end of this workshop the student will:
1. Define the following terms:
a. Adult
b. Andragogy
c. Literacy
d. Adult Education
e. Basic Education
f. Permanent Education
g. Continuing Education
2. Will explain the importance of adult education in the 20th Century.
Language Objectives
1. Increase knowledge and understanding by reading and expressing ideas clearly
orally and written.
2. Apply research skills in a written format using appropriate grammar, syntax and
verb usage.
3. Express himself/herself orally and in written form using English as the means of
communication.
Electronic Links (URLs):
Andragogy
www.learnativity.com/andragogy.html
www.infed.org/lifelonglearning/b-andra.htm
www.uady.mx
www.ofdp_rd.tripod.com
www.monografias.com/trabajos6/educa/educa.shtml
http://www.infed.org/lifelonglearning/b-andra.htm
http://www.odu.edu/educ/roverbau/class_websites/761_spring_04/assets/course_docs/i
d_theory_reps_sp04/knowles-crawford.pdf
Adult Education
http://www.capitannemo.com.ar/educacion_para_adultos.htm
ADED 600 Adult Education: Fundamentals… 19
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
www.unesco.org/education/efa/ed_for_all/dakfram_spa.shtml
http://www.unesco.org/education/uie/confintea/declaspa.htm
http://www.icae.org.uy/icaepdfs/indspa.pdf
http://www.ilo.org/public/spanish/region/ampro/cinterfor/conf/2000/gestfp/pon/conocer/sl
d020.htm
http://web.worldbank.org/WBSITE/EXTERNAL/BANCOMUNDIAL/QUIENESSOMOS/0,,
contentMDK:20434745~menuPK:947463~pagePK:64057863~piPK:242674~theSitePK:
263702,00.html
http://www.ilo.org/public/spanish/region/ampro/cinterfor/temas/youth/legisl/ven/iv/ii/x/ind
ex.htm
Assignments before Workshop One:
1. Read the module. Pay special attention to the rubrics, since they will be used to
assess your knowledge, language skills and participation.
2. Search for the definitions of the following terms:
Adult Andragogy
Adult Education Literacy
Basic Education Permanent Education
Continued Education
Make a summary of these definitions and bring them to class.
3. Look for a news article related to adult education on the Internet, newspaper or
magazine. Make a three paragraphs summary and be prepared to discuss it in
class.
4. Watch the following video:
http://youtube.com/watch?v=_PI2pFw5avc&feature=related. Make a list of
the reasons adults gave to start studying again. Write down your own reasons
and bring them to class. If the video does not work, find information about the
reasons for adults to go back to school and make a three pages essay. Bring it
to class.
Activities:
1. The students and the facilitator will introduce themselves by engaging in an
icebreaking activity suggested by the facilitator.
ADED 600 Adult Education: Fundamentals… 20
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
2. Discuss the objectives, course evaluation, explain and clarify doubts about the
course, rubrics, the module and its use.
3. Each student will complete the first two columns of a KWL chart. (Appendix E).
4. The facilitator will lead a discussion on the information presented by students in
the KWL. The discussion will begin with what students know about adult
education (K=Know). Next the discussion will continue with what the students
want to know about the topic (W=Want to know).
5. The facilitator will guide the class in a discussion about the assigned definitions.
6. Students will meet in groups to share their notes about the video or the essay.
They will create a complete list of reasons and will share them with the rest of the
class.
7. The facilitator will guide a discussion concerning the importance of adult
education in the XXI century.
8. Assign work groups and countries that will be reported on in the presentations for
the following workshops.
9. The facilitator will discuss the assignments for the next workshop.
Assessment
• Review elements discussed in the KWL.(Appendix E)
• Class Participation (Appendix A)
ADED 600 Adult Education: Fundamentals… 21
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Taller Dos
Objetivos Específicos
Al finalizar el Taller, el/la estudiante:
1. Describirá las condiciones cambiantes que caracterizan a la sociedad en la que
convive el adulto.
2. Analizará el movimiento de la educación de adultos desde sus comienzos al
presente (fundamentos históricos).
3. Examinará los fundamentos filosóficos de la educación de adultos.
Objetivos de Lenguaje
Al final del Taller Dos, los estudiantes:
1. Utilizarán el proceso de lectura efectivamente.
2. Los estudiantes resumirán las ideas principales usando adecuadamente la
gramática y la ortografía después de leer una amplia variedad de recursos impresos
y electrónicos
3. Expresarán sus ideas en español oralmente de manera efectiva usando
organizadores gráficos.
Direcciones Electrónicas:
Educación de adultos moderna
www.cefe.gtz.de/brainstormes.com
http://fcis.oise.utoronto.ca/~daniel_schugurensky/assignment1/1970knowles.html
http://www.oei.es/oeivirt/eduadultos.htm
http://presencias.net/indpdm.html?http://presencias.net/educar/ht1066.html
http://abc.gov.ar/LaInstitucion/SistemaEducativo/Superior/BibliotecaDigital/documentos/
educacion%20de%20adultos.pdf
http://portal.unesco.org/education/es/ev.php-
URL_ID=35924&URL_DO=DO_TOPIC&URL_SECTION=201.html
http://ponce.inter.edu/cai/tesis/mtorres/cap2.htm
Historia educación de adultos
http://www.pucp.edu.pe/publicaciones/rev_aca/educacion/?edu01.htm
http://www.monografias.com/trabajos10/andra/andra.shtml
http://www.ilo.org/public/spanish/dialogue/sector/techmeet/jmep2000/jmepr1.htm
ADED 600 Adult Education: Fundamentals… 22
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
http://ofdp_rd.tripod.com/encuentro/ponencias/amarquez.html
Malcolm Knowles
www.nl.edu/ace/Resources/Knowles.html
http://www.infed.org/thinkers/et-knowl.htm
http://adulted.about.com/cs/adultlearningthe/a/knowles.htm
http://en.wikipedia.org/wiki/Malcolm_Knowles
http://www.ac.wwu.edu/~sibrown/knowles.htm
Teorías
http://tip.psychology.org/knowles.html
http://www.monografias.com/trabajos14/andragogia/andragogia2.shtml
Tareas a realizar antes del Taller Dos
1. Reflexione sobre las condiciones cambiantes que caracterizan a la sociedad y los cambios
que han creado nuevos tipos de aprendices en el cohorte de los adultos.
2. Busque información sobre el movimiento de la educación de adultos desde sus comienzos
al presente (fundamentos históricos) y los fundamentos filosóficos de la educación de
adultos.
3. Prepare un informe de grupo sobre uno de los siguientes temas según asignado por el
facilitador:
a. movimiento de la educación de adultos desde sus comienzos al presente
(fundamentos históricos).
i. Aristóteles
ii. Platón
iii. Edward Lindeman
iv. Alexander Kapp
v. Malcolm Knowles
vi. Felix Adam
vii. Ludojoski
viii. otros
b. fundamentos filosóficos de la educación de adultos.
i. teorías
ii. valores
ADED 600 Adult Education: Fundamentals… 23
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
iii. factores éticos
4. Prepare un diario reflexivo con el resumen de una lectura para reflexionar
críticamente sobre los conceptos, sentimientos y actitudes relacionados con la
educación de adultos (según el Anejo C).
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Discusión dirigida por el(la) facilitador(a) en torno a algunas condiciones
cambiantes que caracterizan a la sociedad en la que convive el adulto y los
cambios que han creado nuevos tipos de aprendices en el cohorte de los
adultos.
a. cambios en el patrón de crecimiento poblacional
b. avances científicos y tecnológicos
c. estado de la economía
d. necesidades de las organizaciones contemporáneas
e. desempleo
f. otros
2. Presentación grupal sobre el movimiento de la educación de adultos desde sus
comienzos al presente (fundamentos históricos).
3. Una sesión de preguntas y respuesta seguirá a cada presentación.
4. Discusión socializada dirigida por el(la) facilitador(a) para analizar el desarrollo
histórico de la educación de adultos.
5. Presentación grupal sobre los fundamentos filosóficos de la educación de adultos.
6. Discusión estilo mesa redonda para analizar las teorías, valores y factores éticos de la
educación de adultos.
7. Los estudiantes prepararan un mapa conceptual acerca de la educación de adultos.
8. Entregue el diario reflexivo con el resumen de una lectura.
9. El facilitador discutirá las asignaciones antes del taller.
Avalúo:
• Diario Reflexivo (Anejo C)
ADED 600 Adult Education: Fundamentals… 24
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
• Cada estudiante presentará oralmente una aseveración para resumir lo
aprendido en torno a los fundamentos históricos y filosóficos de la educación de
adultos.
• Presentación Oral (Anejo B)
ADED 600 Adult Education: Fundamentals… 25
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Workshop Three
Specific Objectives
Upon completing the workshop the students will:
1. Summarize the common characteristics of adult education.
2. Discover factors that condition the learning in adults.
3. Explain reasons presented by adults for participating in educational programs.
Language Objectives
1. Students will write a summary to bring to class concerning the common
characteristics of adult education using correct grammar and syntax.
2. The student will participate in an oral discussion concerning the reasons why
adults participate in educational programs using proper enunciation.
3. Use the writing processes effectively so that it is focused, purposeful, and
demonstrates ideas clearly and error-free.
Electronic Links (URLs):
Androgogy Models
www.sistema.itesm.mx
http://web.uni-bamberg.de/ppp/andragogik/andragogy/index.htm
Adult learners
www.monografías.com
http://my.tenforward.com/j&m/knowles.html
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-
2.htm
http://www.monografias.com/trabajos29/aprendizaje-adulto-mayor/aprendizaje-adulto-
mayor.shtml
http://www.tendencias21.net/El-cerebro-adulto-puede-generar-nuevas-
neuronas_a1033.html
http://www.studygs.net/espanol/adulted.htm
Learning to unlearn
www.geocities.com
Auto-direction
www.infed.org/biblio/b-selfdr.htm
ADED 600 Adult Education: Fundamentals… 26
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Assignments before Workshop Three
1. Study the characteristics of adult education, factors that condition the learning in
adults, and the reasons adults have for participating in educational programs.
Make a list of these characteristics and factors. Bring it to class.
2. Prepare a report to present in workshop 3 about the topics that will be discussed
in this workshop.
3. Write a reflexive diary with the summary of one of the readings to reflect critically
about the concepts, feelings, and attitudes related with adult education
(Appendix C).
4. You should be working with your portfolio.
Activities
1. The facilitator will start the class with a short review.
2. Group presentation about the characteristics of adult education.
3. Discussion directed by the facilitator concerning the characteristics of adult
education.
4. Group presentation about the factors that condition the learning in adults.
5. Socialized discussion directed by the facilitator concerning factors that condition
adult learning.
6. Using the round table technique, students will talk about the reasons why adults
participate in educational programs.
7. Students will meet in groups to share the list they created for Assignment One.
They will compare and contrast their lists with the purpose of creating a final one.
8. Turn in your reflexive diary with the summary of your reading.
9. The facilitator will discuss the assignments.
Assessment
• Reflective Diary
• Present your personal opinion about the need for flexibility in the
implementation of adult education programs.
ADED 600 Adult Education: Fundamentals… 27
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Taller Cuatro
Objetivos Específicos
Al finalizar el Taller, el/la estudiante:
1. Describirá los métodos que se utilizan en la educación de adultos
contemporánea.
a. clases formales
b. clases informales
c. auto-educación
d. educación continua
e. cursos acelerados
f. otros
2. Estudiará enfoques de la educación de adultos en la época actual.
a. Educación permanente
b. Educación para toda la vida
c. Educación personalizada
d. Educación popular
e. Educación a distancia
Direcciones Electrónicas:
Educación informal
http://html.rincondelvago.com/educacion-informal.html
http://pdf.rincondelvago.com/educacion-informal.html
Rol del maestro
www.cefe.gtz.de/brainstorm_es
http://www.revistainterforum.com/espanol/articulos/022604tec-facilitador.html
Programas educación adultos
http://www1.worldbank.org/education/adultoutreach/
http://www.monografias.com/trabajos6/educa/educa.shtml
http://tariacuri.crefal.edu.mx/decisio/d13/abstracts.php
http://www.iadb.org/sds/doc/19EduTecn.pdf
http://www.uned.es/catedraunesco-
ead/articulos/1988/el%20aprender%20adulto%20y%20a%20distancia.pdf
ADED 600 Adult Education: Fundamentals… 28
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
http://www.gestiopolis.com/recursos/documentos/fulldocs/rrhh/andragogia.htm
Educación para toda la vida
http://www.newhorizons.org/future/Creating_the_Future/crfut_knowles.html
http://www.gerontologia.uchile.cl/docs/emma_4.pdf
Enfoques de educación de adultos
http://www.unesco.org/education/uie/pdf/recommitting_sp.pdf
http://portal.unesco.org/education/es/ev.php-
URL_ID=35924&URL_DO=DO_TOPIC&URL_SECTION=201.html
http://www.lainsignia.org/2004/octubre/ibe_010.htm
http://66.218.71.231/language/translation/translatedPage.php?tt=url&text=http%3a//ww
w.latarea.com.mx/articu/articu6/moreno6.htm&lp=es_en&.intl=us&fr=ytff1-
Métodos de educación de adultos
http://www.monografias.com/trabajos36/educador-de-adultos/educador-de-
adultos.shtml
www.nps.gov/oia/Section3.pdf
http://www.unesco.org/education/nfsunesco/pdf/NAIROB_S.PDF
www.cep.unep.org/issues/mpamanuales/Manual/Modulo 1.doc
http://dewey.uab.es/pmarques/adultos.htm
Tareas a realizar antes del Taller Cuatro
1. Revise la literatura en torno a algunos métodos y enfoques en la educación de
adultos contemporánea.
2. Prepare un informe para presentar en el Taller 4 sobre el tema que le
corresponda.
3. Prepare un diario reflexivo con el resumen de una lectura para reflexionar
críticamente sobre los conceptos, sentimientos y actitudes relacionados con la
educación de adultos (según el Anejo C).
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Los estudiantes se reunirán en grupos para discutir algunos métodos en la
educación de adultos contemporánea. Un miembro del grupo compartirá los
resultados con el resto de la clase.
ADED 600 Adult Education: Fundamentals… 29
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
3. Discusión socializada dirigida por el(la) facilitador(a) sobre algunos métodos en la
educación de adultos contemporánea.
4. Los estudiantes identificarán y describirán algunos programas de educación de
adultos que utilicen algunos de los métodos presentados.
5. Presentación grupal sobre enfoques en la educación de adultos contemporánea.
6. Discusión socializada dirigida por el(la) facilitador(a) sobre enfoques en la
educación de adultos contemporánea.
7. Entregue el diario reflexivo con el resumen de una lectura.
8. El facilitador discutirá las asignaciones del próximo taller.
Avalúo
• Cada estudiante presentará oralmente una aseveración para resumir lo
aprendido en torno a los métodos y enfoques en la educación de adultos
contemporánea.
ADED 600 Adult Education: Fundamentals… 30
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Taller Cinco/Workshop Five
NOTA: Este taller es bilingüe. Tanto,
el Facilitador como los estudiantes,
deberán utilizar el idioma asignado
para cada tarea y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student
should use the language assigned
for each homework and activity.
Specific Objectives:
1. Analyze the challenges and controversies of the contemporary practice of adult
education and the implications for the future.
2. Discuss the impact of the challenges and controversies in the adult education.
Language Objectives
1. Students will carefully read information on challenges and controversies of the
contemporary practice of adult education and the implications for the future.
2. Write a report on your findings concerning the impact of these on adult education
using correct syntax and grammar.
3. Students will participate in oral discussions on the workshop topics using correct
enunciation in English or Spanish.
Electronic Links (URLs):
Challenges and Controversies
http://www.unesco.org/education/uie/pdf/recommitting_sp.pdf
http://dewey.uab.es/pmarques/adultos.htm
http://www.iacd.oas.org/Interamer/Interamerhtml/Latapihtml/Lat_Cp3.htm
http://www.monografias.com/trabajos/caleduretos/caleduretos.shtml
http://www.unesco.cl/medios/biblioteca/documentos/renovacion_compromiso_educacio
n_adultos.pdf?menu=/esp/atematica/alfayeduja/docdig/
http://www.ilo.org/public/spanish/region/ampro/cinterfor/temas/youth/doc/not/libro109/lib
ro109.pdf
http://www.unesco.org/education/uie/online/prisp/5.html
Assignments before Workshop Five:
ADED 600 Adult Education: Fundamentals… 31
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
1. Revise the literature related to challenges and controversies related to the
practice of adult education and its implications for the future.
2. Reflect about the impact that these challenges have in adult education.
3. Prepare a written report of three pages in Spanish about the research made to
compare the existing modalities of adult education.
4. Find a website related to adult education. Analyze it and describe it in writing (in
English). Bring it to class.
5. Give the final touches to your portfolio (English and Spanish).
Activities
1. The facilitator will start the class with a short review (English).
2. Small group discussions concerning the challenges and controversies associated
with the contemporary practice of adult education and the implications for the
future (English).
3. Each group will select a person who will present the information from the sub-
group to the class (English).
4. Socialized discussion directed by the facilitator concerning the challenges and
controversies in the practice of adult education today (Spanish).
5. Each student will briefly present information about the research made regarding
adult education modalities (Spanish).
6. Students will share their findings related to the adult education website (Spanish
or English).
7. Students will finish and discuss the KWL exercise (Spanish).
8. Students will hand in their portfolio.
Assessment
1. Course evaluation.
2. Student’s self-assessment ( Appendix F)
3. KWL (Appendix E)
4. Research ( Appendix D)
ADED 600 Adult Education: Fundamentals… 32
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Anejos/Appendixes
ADED 600 Adult Education: Fundamentals… 33
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Anejo A/Appendix A Rubric to Evaluate Participation in Class
Name: __________________________ Date: ________________
Day of Class
Criteria Workshop 1
Workshop 2
Workshop 3
Workshop 4
Workshop 5
Total
Attendance to class
Objectivity and professionalism in discussions
Demostrate mastery of topics discussed
Comply with class assignments
Participate collaboratively in groups
Adecuate verbal communicaltion skills
Qualityof work according to level
All work is turned in on time
Total points /día
Total points _________ Grade ____________ Each criteria will be graded according to the following scale:
4 = Excellent; 3 = Good; 0 = no attempt was made
2 = Regular; 1= Deficient; NA= Did not attend
Observations____________________________________________________________
______________________________________________________________________
___________________________________________________
ADED 600 Adult Education: Fundamentals… 34
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Anejo B/Appendix B
Matriz valorativa para participación en clase
NOMBRE: _________________________ 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. Participa activamente de todas las actividades de la clase.
2. Demuestra iniciativa y creatividad en las actividades de clase.
3. Demuestra interés en las discusiones presentadas en la clase.
4. Viene preparado/a a clase.
5. Contribuye a la clase con material e información adicional.
6. Demuestra atención y apertura a los puntos y argumentos de sus compañeros.
7. Respeta las preguntas y planteamientos de sus compañeros.
LENGUAJE
8. Contribuye frecuentemente a las discusiones en clase utilizando el idioma del taller.
9. Contesta preguntas del facilitador y sus compañeros utilizando el idioma del taller.
10. Formula preguntas pertinentes al tema de la clase utilizando el idioma del taller.
Comentarios:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
__________________________________________________________
Firma Facilitador:_________________________________
ADED 600 Adult Education: Fundamentals… 35
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
RUBRIC TO EVALUATE CLASS PARTICIPATION
NAME: _______________________________ FINAL GRADE ____________
DATE: _______________________________
Class Participation: ______ x 2 =_____%
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. Active participation in class.
2. Demonstrates initiative and creativity in class activities.
3. Demonstrates interest in class discussion.
4. Arrives prepared to class.
5. Contributes to class with additional material and information.
6. Demonstrates attention and opening towards arguments from classmates.
7. Respects questions and expositions from classmates.
LANGUAGE
8. Contributes frequently to class discussion in the workshop’s language.
9. Answers questions made by the facilitators and classmates in the workshop’s language.
10. Formulates questions pertinent to the class subject in the workshop’s language.
Comments:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
ADED 600 Adult Education: Fundamentals… 36
Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
Anejo C/Appendix C
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL
ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criterio Puntos Puntuación del estudiante
Contenido Realiza una introducción efectiva del tema
identificando el propósito, objetivo e ideas
principales que se incluyen en la
presentación.
10
La presentación es organizada y coherente y
puede seguirse con facilidad.
10
El presentador demuestra dominio del tema
o materia de la presentación al explicar con
propiedad el contenido y no incurrir en
errores.
10
Las ideas y argumentos de la presentación
están bien fundamentados en los recursos
presentados, consultados o discutidos en
clase.
10
Capta la atención e interés de la audiencia
y/o promueve su participación, según
aplique.
10
Proyección efectiva, postura corporal
adecuada, manejo de la audiencia, manejo
del tiempo asignado.
10
Usa varias estrategias para hablar o definir
conceptos, interpretaciones, aplicaciones y
evaluación de procesos o experiencias en el
contenido del curso.
10
Lenguaje
Pronunciación de las palabras es clara y de
manera correcta para que se entienda el
lenguaje utilizado.
10
Uso correcto de la gramática y conjugación
de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar
el mensaje adecuadamente.
10
Total de Puntos 100 (70% de
contenido y 30%
Lenguaje)
Puntuación del
Estudiante:
________
Firma del Estudiante: _________________ Firma del Facilitador: ____________________
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the
theme identifying the objectives, ideas
and principles that are included in the
presentation.
10
The presentation is organized and
coherent, and could be easily followed
10
The presenter demonstrates domain of the
theme or subject by means of properly
explaining content without incurring in
errors
10
The ideas and arguments of the
presentation are well founded by the
resources presented, consulted or
discussed in class
10
Capture of the attention and interest of the
audience and/or promote their
participation, as applicable
10
Effective personal projection, corporal
posture and manage of the audience;
10
Uses a variety of speaking strategies to
define concepts, interpretation, application
and evaluation of processes using
experience on concepts or content of
class.
10
Language
Student pronounces words in a clear and
correct manner so as to make the correct
language used understood to others.
10
Correct use of grammar and verb
conjugation.
10
Use of correct use of vocabulary words to
express message.
10
Total Points 100 (70% of content
and 30% of language)
Student’s Total Score:
________
Student’s signature: __________________Facilitator’s Signature: __________________
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Anejo D/Appendix D
Matriz valorativa para las reflexiones sobre lecturas
Nombre ___________________________ Fecha _______________________
Ficha bibliográfica
(12 puntos)
Aplicación de lo aprendido (15 puntos)
Redacción y estilo (3 puntos)
Total de puntos por referencia
Reflexión 1
/33
Reflexión 2
/33
Reflexión 3
/33
Puntualidad en la entrega de reflexiones
/1
Total
/100
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Anejo E/Appendix E
Matriz Valorativa para Trabajo de Investigación
NOMBRE:________________________________ FECHA:___________________
CRITERIOS
4 3 2 1 0 N/A
1. Incluye una introducción en la que describe el tema que va a estudiar.
2. Identifica el propósito, los objetivos o preguntas de investigación que se atenderán en la investigación.
3. Describe la modalidad existente.
4. Presenta la literatura al respecto de forma clara y precisa.
5. Comparación la modalidad con lo que dice la literatura.
6. El resumen de los puntos principales y/o la presentación de las conclusiones es claro y apropiado.
7. Las ideas y argumentos presentados como recomendaciones para mejorar la aplicación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
8. Se cumplen los objetivos o propósitos anunciados en la introducción.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
10. Incluye las fichas bibliográficas utilizadas para realizar el trabajo.
Total
Total de puntos ______________ Nota _______________
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Anejo F/Appendix F
K W L
K-W-L is an educational technique created by Ogle (1986) and recently introduced into
classrooms. Student’s prior knowledge is activated by asking what they know about a
topic ("K") before beginning the lesson, what they want to know ("W"), and what they
have Learned ("L”).
NOTE: This form will be used in the first and fifth workshop. The first two columns will
be completed in Workshop one and the third column in the fifth Workshop.
K
What I KNOW
W
What I WANT to Know
L
What I LEARNED
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Anejo G/Appendix G
Auto-evaluación en el Curso
Nombre ___________________________Fecha ________________________ Instrucciones:
1. Reflexiona sobre todo el proceso y experiencias del curso.
2. Responde a las siguientes preguntas con una conciencia evaluativa.
Preguntas Respuestas
¿Qué aprendiste en el curso?
¿Qué te falto por aprender? Y por qué?
¿Qué factores positivos o negativos afectaron tu ejecución en el curso?
¿Qué nota (calificación) esperas por asistencia y participación? Justifica
¿Qué nota (calificación) esperas en el curso? Justifica
A la luz de tu experiencia, ¿qué recomendaciones, sugerencias, comentarios u observaciones tienes para el curso y el profesor?
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Anejo H/Appendix H
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:___________________
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Anejo I/ Appendix I
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
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.
2. 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.
3. 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).
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• Introduction and conclusion of the income and outcome of the portfolio.
• A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
• The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix J).
4. 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 M). 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.
5. 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 O).
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Anejo J/Appendix J
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
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
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Prep. 2007. Alicia Castillo Ortiz , Ph. D. Rev. 2008. Evelyn Mieles-Otero, M. Ed.
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
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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.
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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?
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� 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
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Anejo N/Appendix N
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
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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
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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