hesm 431 seminar in health services management … 431 dlp... · apÉndice e matriz valorativa para...

Rev. 04/19/2013

Sistema Universitario Ana G. Méndez

School for Professional Studies

Continental USA Branch Campuses

Universidad del Este

HESM 431

Seminar in Health Services Management

Seminario de Administración de Servicios de Salud

© Sistema Universitario Ana G. Méndez, 2013

Derechos Reservados.

© Ana G. Méndez University System, 2013. All rights reserved.

HESM 431 Health Services Management Seminar 2

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Preparado con la colaboración de:

Justo Lugo Cáceres MHSA, MT (ASCP), Especialista en Preparación de Módulos

Nancy Arcelay, Especialista en Preparación de Módulos

Jeannette Labrador, Spanish Language Specialist

Frances Rodríguez, English Language Specialist

Diane Durén, Diseñadora de Instrucción


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TABLE OF CONTENTS

Página/Page

STUDY GUIDE ............................................................................................................................ 22

TALLER UNO.............................................................................................................................. 40

WORKSHOP TWO ...................................................................................................................... 47

TALLER TRES ............................................................................................................................ 53

APPENDIX A NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED

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

APPENDIX B THE WRITING PROCESS 6-TRAITS WRITING RUBRIC ............................. 66

APÉNDICE C/APPENDIX C LANGUAGE LAB AND E-LAB INFORMATION ................... 75

APPENDIX D LANGUAGE LAB/E-LAB DOCUMENTATION .............................................. 80

APÉNDICE E MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLASE. 83

APPENDIX F UBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION.... 87

APPENDIX G RUBRIC TO EVALUATE CRITICAL ESSAY ................................................. 89


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Guía de Estudio

Nombre del curso: Seminario de Administración de Servicios de Salud

Código: HESM 431

Créditos: Tres

Duración: Ocho semanas

Prerrequisito: Ninguno

Descripción:

En este curso los alumnos aplicarán los principios de la supervisión de personal y aprenderán a

manejar los problemas asociados con ella en los departamentos de las instituciones de salud. El

curso también hace hincapié en la protección jurídica del paciente y la organización que ofrece

los servicios de salud. El estudiante tendrá la oportunidad de practicar sus conocimientos en

muchos departamentos. Un miembro de la facultad institucional, junto con un administrador de

cuidado de la salud certificado, supervisará dicha práctica. Las sesiones de este seminario

enfatizan especialmente los temas, aspectos y las cuestiones relacionadas con la administración

de los servicios de salud. Además, requiere que los alumnos completen un proyecto de

investigación sobre un tema relacionado.

Objetivos generales de contenido

Al finalizar el curso, el alumno será capaz de:

1. Desarrollar las habilidades cognitivas y competencias relacionadas con el desarrollo de un

plan estratégico en una organización sanitaria.

2. Aplicar las teorías y técnicas de gestión que son necesarias para desarrollar de la planificación

estratégica.

3. Demostrar capacidad de análisis al planificar y tomar de decisiones.

4. Desarrollar una actitud ética y profesional para mantener la confidencialidad de toda la

información que se proporciona a la organización de salud y a cada uno de sus asociados.

5. Demostrar que posee características ideales de liderazgo mientras planifica estratégicamente.


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6. Demostrar las técnicas de control de gestión al desarrollar del plan estratégico.

7. Comprender y valorar la importancia de la administración de la industria de servicios de salud

en la sociedad.

Objetivos generales de lenguaje:

Al finalizar el curso, el alumno será capaz de:

Escuchar: Comprender las discusiones orales en inglés/español y reconocer los diversos

propósitos y contextos de la comunicación en las que se producen; comparar y desarrollar nuevas

ideas acerca de la administración de servicios de salud de manera colaborativa; adquirir un

conocimiento significativo, apoyado en experiencias y temas motivacionales; responder a

estímulos auditivos, tales como videos, presentaciones audiovisuales y actividades interactivas.

Hablar: Expresarse correcta y coherentemente en inglés/español, en una variedad de contextos

comunicacionales y adoptando un estilo personal de expresión en el que analice y manifieste

opiniones, ideas y diferentes puntos de vista para desarrollar habilidades y destrezas que lo

prepararán para el trabajo académico, su empleo y la vida cotidiana; usar el lenguaje para

adquirir nuevos conocimientos acerca de la gestión de servicios de salud y aprender a utilizar

técnicas sencillas de manejo de la información a través de los medios tradicionales y la

tecnología computacional.

Leer: Investigar, analizar, resumir, parafrasear y entender en inglés/español la variedad de

medios de comunicación que se emplean al administrar los servicios de salud; desarrollar

actitudes críticas hacia los mensajes de los medios que reflejan la importancia de este la

información; beneficiarse independientemente de la lectura como fuente de información y

enriquecimiento cultural.


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Escribir: Interpretar y producir escritos en inglés/español en los que exprese un punto de vista

personal, crítico y creativo; redactar según las reglas ortográficas y gramaticales, de manera que

genere textos coherentes, claros y efectivos; utilizar la escritura como medio de comunicación

para proporcionar datos valiosos sobre la administración de servicios de salud.

Libros y recursos:

Kros, J. & Brown, E. (2013). Health care operation and supply chain management:

Operations, planning and Control. San Francisco, CA: Jossey Bass.

ISBN-13: 978-1118109779

Marcinko, D.E. & Hetico, H.R. (2013). Financial management strategies for hospitals and

healthcare organizations: Tools, techniques, checklists, and case studies. United States:

CRC Press.

ISBN-10: 1466558733

Swayne, L. E., Duncan, W. J., & Ginter, P. M. (2013). Strategic management of health care

organizations (7th ed.). San Francisco, CA: Jossey Bass.

ISBN: 978-1-118-46674-2

Libros electrónicos:

Betancourt, C. L. (2011). Gerencia del cuidado hospitalario (2da ed.). Colombia: ECO Ediciones

eISBN: 9781449265397

Castrillón Cifuentes, J. (2010). Costos para gerenciar servicios de salud (3ra ed.). Colombia:

Universidad Del Norte.

eISBN: 9789587410693

pISBN: 9789587410495

Oviedo-Salcedo, I.T. & Martínez, M. L. (2010). Facturación y auditorías de cuentas de salud

(4ta ed.). Colombia: Ecoediciones

eISBN: 9781449230661


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pISBN: 9789586486453

Evaluación

La evaluación de los estudiantes se basará en los siguientes aspectos:

Asistencia y participación (Talleres Uno, Dos, Tres y Siete) 40 puntos

E-Lab (máximo de cuatro puntos por taller/semana) 32 puntos

Ensayo crítico (Taller Dos) 50 puntos

Presentación oral (Taller Siete) 100 puntos

Informe escrito sobre el plan estratégico (Taller Ocho) 100 puntos

Estudio de caso 100 puntos

Investigación: entrevistas (Taller Cinco) 100 puntos

Portafolio digital (Taller Ocho) 100 puntos

Total 622 points

Escala evaluativa:

A = 622 - 560 B = 559 - 498 C = 497 - 435 D = 434 - 373 F = 372 o menos

NOTA IMPORTANTE SOBRE ESTE CURSO: Los estudiantes y el facilitador se reunirán

durante las tres primeras semanas del curso para llevar a cabo las sesiones relacionadas con los

temas más importantes, los módulos uno, dos y tres. Además, los estudiantes y el facilitador se

reunirán, a petición de otros estudiantes o según lo determinado por el facilitador. Los

estudiantes deben presentar los trabajos al facilitador, a través del sistema Blackboard, de

manera que reciban la retroalimentación del mismo. El grupo se reunirá también en la Semana

Siete para presentar las conferencias en el día y el momento en que acuerden.


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Participación diaria en clase

La asistencia y participación en los talleres uno, dos, tres y siete (presentaciones orales) son

obligatorios. Los estudiantes recibirán diez (10) puntos en los talleres uno, dos, tres y siete para

un total de cuarenta (40) puntos. Además, se evaluarán los siguientes criterios:

- El dominio del material discutido en clase

- La responsabilidad de las tareas y los trabajos de curso

- La participación y el trabajo colaborativo

- La demostración de habilidades de comunicación efectiva

- La presentación de los trabajos en el tiempo estrictamente determinado

- Para pasar la clase, se requiere que asista a los talleres.

- Las ausencias afectarán la calificación final.

- La participación en clase se evaluará utilizando el Apéndice E.

Requisitos del Laboratorio de Idiomas y el E-Lab (Tell Me More, Net Tutor, Wimba Voice,

Virtual Library y Voice E-mail)

1. El Laboratorio de Idiomas / E-Lab son un componente integral de la calificación del curso y de las

actividades que el estudiante tendrá que completar. Para obtener información más específica sobre

los recursos del Laboratorio de Idiomas / E-Lab, consulte el Apéndice C. El facilitador es

responsable de integrar el uso de la / E-Lab Laboratorio de Idiomas en las tareas y actividades del

curso. La cantidad total horas de Laboratorio de Idiomas/ E Lab debe completarse de acuerdo con

estas especificaciones.

2. Los alumnos deben demostrar que han cumplido con las horas de uso de Laboratorio de Idiomas

en inglés y español. El facilitador podría requerir un mayor número de horas de prácticas de

Laboratorio de Idiomas, basado en el lenguaje necesario para escuchar, hablar, leer y escribir en

inglés/español.

3. Los estudiantes son responsables de acceder el Laboratorio de Idiomas / E-Lab desde sus hogares,

según sea necesario, para completar los ejercicios como lo determinó el facilitador.

4. Cada estudiante completará el formulario que se encuentra en el Apéndice D, que se incluye

como parte de los criterios de evaluación de la clase, y lo presentará al facilitador. Los estudiantes

recibirán un (1) punto por cada hora que dediquen al Laboratorio de Idiomas para un total de


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hasta cuatro (4) puntos por taller/semana para que realicen los ejercicios recomendados que

tendrán un total de 32 puntos.

Ensayo crítico

1. Los estudiantes deberán presentar un ensayo crítico en el Taller Dos, utilizarán los estándares

correctos en inglés, siguiendo las directrices e instrucciones que determine el facilitador.

2. Se usará el Apéndice G para evaluar el ensayo que tendrá un valor de cincuenta (50) puntos.

Entrevistas de investigación

1. La investigación se llevará a cabo por medio de entrevistas que se realizarán a los

administradores de los diferentes departamentos de la institución de salud.

2. El objetivo es aplicar las teorías estudiadas, identificar las investigaciones

correspondientes y comparar los resultados con la información que obtengan de las

entrevistas.

3. Los alumnos deben redactar las preguntas de las entrevistas, de acuerdo con las

situaciones específicas de los participantes que seleccionaron.

4. Los resultados de las entrevistas preliminares se compartirán en el Taller Tres; los

alumnos ofrecerán y recibirán retroalimentación.

5. El informe escrito de las entrevistas se presentará en la Semana Cinco o según lo

determine el facilitador.

6. El informe debe presentar un análisis crítico basado en los datos que obtuvieron de las

entrevistas. Así también compartirán alternativas y recomendaciones.

7. Como parte de los apéndices del informe escrito, los estudiantes incluirán las

preguntas/guiones que utilizaron para realizar las entrevistas.

8. El informe debe incluir lo siguiente:

- Página de presentación (5 puntos)

- Información general acerca de las personas entrevistadas

o Proteja la identidad de los participantes; no incluya sus nombres. (5 puntos)

- Contenido

o Haga una comparación


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Por departamento, estilo gerencial y roles organizacionales y otros

datos demográficos

o Relacione los procesos, las implicaciones para el éxito como administrador,

modelos y fundamentos teóricos estudiados (20 puntos)

9. Análisis crítico (20 puntos)

10. Alternativas y recomendaciones (15 puntos)

11. Referencias - Se requiere el estilo APA (5 puntos)

12. Uso de español correcto, incluyendo la gramática, sintaxis, el vocabulario académico, la

selección de palabras, ortografía, puntuación y el nivel apropiado de formalidad del

lenguaje (30 puntos)

Presentaciones orales

1. Los estudiantes harán sus presentaciones orales en español en el Taller Siete.

2. Las presentaciones tendrán un valor de cien (100) puntos y se utilizará el Apéndice F

para evaluarlas.

3. Se estimulará la creatividad y se requerirá el uso de materiales audiovisuales. Se

recomiendan dramatizaciones, juegos de rol, grabaciones, simulaciones y otras técnicas.

4. El facilitador proporcionará más detalles durante los talleres, incluyendo los plazos y otra

información esencial.

5. Los estudiantes escribirán el plan estratégico del departamento del centro clínico de

práctica que eligieron. Además, deben recopilar datos desde el inicio del seminario. Los

mismos se irán consiguiendo a lo largo de los talleres. Es decir, no debe esperar al final

para obtener la información.

6. Los estudiantes prepararán una presentación oral sobre el plan estratégico de la

institución sanitaria; incluirán temas de la clase y seguirán las reglas generales

estipuladas para presentar oralmente. Los alumnos distribuirán copias de las diapositivas

de la presentación a los compañeros y el trabajo original lo entregarán al facilitador.

7. El facilitador usará el Apéndice F para evaluar la presentación (70 % de contenido y 30

% de lenguaje).


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Directrices generales para la presentación oral

1. No sobrecargue las diapositivas con información; solo son una guía para explicar el material

verbalmente.

2. Los estudiantes deben cumplir con las directrices que determine el facilitador.

3. Debe demostrar que aplica los conceptos del curso.

4. Proporcione copias de la presentación audiovisual a los compañeros y entregue el trabajo

original al facilitador.

5. Si es necesario, distribuya folletos, panfletos u otro material educativo.

Informe escrito sobre el plan estratégico - presentación del conocimiento, el progreso, el

desarrollo y la aplicación en el área de planificación estratégica de un centro/organización de

salud:

1. Informe debe incluir lo siguiente:

2. Portada (5 puntos)

3. Nombre de la universidad

4. Escuela de estudios profesionales

5. Título del proyecto

6. Curso

7. Nombre del estudiante

8. Fecha

9. Profesor

10. Coordinador de certificación de prácticas

o Se debe añadir la siguiente nota: "Certifico que he leído este informe realizado para cumplir con los

requisitos de la práctica; que su contenido es adecuado en alcance y

calidad, según exige el grado de Licenciado en Administración de

Servicios de Salud"


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Bachillerato Coordinador de Práctica

Programa de Administración de Servicios de Salud

Fecha _________________

o Tabla de contenido – vea los detalles más abajo (2 puntos)

o Introducción (8 puntos)

Población a la que sirve la organización que evalúa

Misión, visión, valores, las metas institucional y los objetivos

o Contenido – vea los detalles más abajo (25 puntos)

o Reacción crítica (25 puntos)

o Referencias (5 points)

o Uso correcto del inglés estándar, incluyendo la gramática, la sintaxis, el vocabulario

académico, la selección de palabras, ortografía, puntuación, y el nivel apropiado de

formalidad del lenguaje (30 puntos)

o El facilitador determinará el número mínimo y máximo de páginas

o Los informes se presentarán en el Taller Ocho

o El informe se escribirá según el estilo APA, sexta edición

Tabla de contenido

I. Resumen del trabajo

II. Metodología de la investigación

III. Revisión literaria

a. ¿Qué es la planificación estratégica?

b. ¿Cuáles son sus beneficios?

c. ¿Cuál es su impacto en el desarrollo de las organizaciones?

IV. Plan estratégico


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Capítulo I

• Evaluación institucional - breve resumen de la historia de la organización que evalúa y la

descripción de los servicios que ofrece

Capítulo II

• Análisis de la misión y visión - explicar si cada uno cumple con los criterios que se

presentan en los talleres

Capítulo III

• Metas y objetivos del plan estratégico

Capítulo IV

• Actividades diseñadas para lograr los objetivos del plan estratégico

Capítulo V

• Mejorar el entorno externo e interno y su importancia

• Fortalezas, oportunidades, debilidades, amenazas (FODA)

• Análisis de los efectos de los factores políticos, económicos, sociales, culturales,

organizativos y tecnológicos

Capítulo VI

• Desarrollo del plan operativo - en este apartado, se discutirá el medio ambiente

• Ambiente interno

• Establecer dos metas que maximicen el potencial institucional

• Identificar dos oportunidades y amenazas

• Señalar dos fortalezas y debilidades

• Medio ambiente externo

• Trazar dos metas que maximicen el potencial institucional

• Reconocer dos oportunidades y amenazas

• Identificar dos fortalezas y debilidades


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Capítulo VII

• Diseñar las actividades operacionales

• Trazar dos metas para eliminar o minimizar el impacto de las debilidades y amenazas que

identificó en la institución

• Establecer dos metas que maximicen las oportunidades y fortalezas que beneficiarán a la

institución

• Desarrollar actividades operacionales destinadas a reducir los riesgos relacionados con las

debilidades y amenazas

Capítulo VIII

• Conclusiones y recomendaciones

Capítulo IX

• Referencias

Directrices adicionales

• Déjese llevar por la Guía de estilo APA, sexta edición: http://apastyle.apa.org/

• Ajuste el tamaño de la tipografía a 12

• Emplee la tipografía Times New Roman o Arial

• Alinee los márgenes tanto a la derecha como a la izquierda (justificado/justified)

• Escriba a doble espacio

• Incluya las referencias y citas según el estilo APA, sexta edición

• Corrobore la ortografía, la sintaxis y la gramática

• Se deducirán puntos, si entrega el trabajo tarde

NOTA: Asegúrese de indicar la importancia de la planificación estratégica, la forma en que

le da valor a la institución y la importancia de los ambientes internos y externos. Indique el

tipo de organización que presenta el plan estratégico, ya sea sin fines de lucro o de servicio.

NOTA: El coordinador puede cambiar el formato general del reporte. Si lo hace, lo

informará oportunamente y por escrito a los estudiantes.


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El plan estratégico es una recopilación de datos que debe presentarse organizadamente. Los

estudiantes deben presentar sus recomendaciones para promover el éxito institucional. Al evaluar

el informe escrito del plan estratégico, el facilitador considerará las fortalezas y áreas de

oportunidad de los alumnos. En su elocución, el estudiante será reflexivo y demostrará un amplio

enfoque evaluativo. Es extremadamente importante que los alumnos revisen la literatura y

busquen información relevante para complementar su trabajo. El producto final debe incluir por

lo menos cinco referencias válidas.

La presentación oral debe realizarse en PowerPoint®.


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Descripción de las normas del curso

1. El curso se lleva a cabo en un formato acelerado y requiere que los estudiantes se

prepararen de antemano para cada taller, de acuerdo con el módulo del curso. Cada taller

requiere un promedio de diez horas de preparación, pero podría requerir más.

2. La asistencia a todas las sesiones de clase es obligatoria. El estudiante que se ausente de

un taller deberá presentar una excusa razonable al facilitador. El facilitador determinará

la validez de la ausencia y decidirá cómo el estudiante recuperará el trabajo perdido. El

facilitador decidirá lo siguiente: permitirá que el estudiante haga el trabajo o dejará que el

alumno haga el trabajo y realice un proyecto extra para compensar el tiempo de clase que

perdió. El facilitador determinará cómo las ausencias afectarán la calificación final.

3. Los trabajos que se requieran antes del taller, deberán completarse y entregarse en la

fecha asignada. El facilitador puede decidir si ajusta la calificación otorgada por las

asignaciones tardías y el proyecto repuesto.

4. La asistencia y participación del alumno y las presentaciones orales y actividades

especiales de la clase son muy importantes, ya que no es posible asegurar que puedan

reponerse. Si el estudiante proporciona una excusa válida y verificable, el facilitador

puede determinar una actividad de evaluación que sustituya la original, si entiende que es

posible asignar una nueva actividad equivalente. Esta actividad debe incluir el mismo

contenido y componentes del lenguaje, tal como la presentación oral o actividad especial

que el estudiante no realizó.

5. En las actividades en grupo se evaluarán, según el desempeño final. Sin embargo, cada

miembro tendrá que colaborar para garantizar el éxito del equipo; se evaluará el grupo y

así también a cada miembro individualmente.

6. Se espera que todo trabajo escrito sea original del estudiante y no plagiado. Es decir, el

estudiante debe ser el autor de todos los escritos que presente. Todo el material citado o

parafraseado debe ser debidamente citado, dando crédito a su autor o editor. Cabe


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señalar, que los documentos plagiados son fácilmente detectables, por tal razón, los

estudiantes no deben arriesgarse por un material que claramente no es el suyo (vea la

Política de Honestidad Académica).

7. Si el facilitador hace cambios en la Guía de estudio, los mismos deben discutirse con los

estudiantes; además debe distribuirse una copia escrita al inicio del Taller Uno.

8. El facilitador establecerá un medio de comunicación con los estudiantes; para ello,

proveerá una dirección de correo electrónico, un número telefónico y las horas y días en

que pueden comunicarse.

9. Se prohíbe el uso de teléfonos celulares durante las sesiones; si necesita estar disponible,

deberá activar el silenciador de modo que no interrumpa la clase.

10. No se permiten visitas de niños, amigos o familiares que no están matriculados en el

curso.

11. Todos los estudiantes están sujetos a las políticas de comportamiento en la comunidad

universitaria y el curso, según establecido por la institución.

Nota: Si por alguna razón no puede acceder las direcciones electrónicas que sugiere el módulo,

no abandone su investigación. Existen muchos motores de búsqueda y otros enlaces que puede

utilizar para conseguir más datos. Estos son algunos ejemplos:

www.google.com

www.findarticles.com

www.bibliotecavirtualut.suagm.edu

www.eric.ed.gov/

www.flelibrary.org/

http://www.apastyle.org/

http://www.findarticles.com/

http://bibliotecavirtualut.suagm.edu/

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

http://flelibrary.org/



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Diseño del Programa de instrucción bilingüe

Este curso sigue el modelo Discipline-Based Dual Language Immersion Model® del Sistema

Universitario Ana G. Méndez, Inc., el cual está diseñado para promover el desarrollo de cada

estudiante como un profesional bilingüe. Cada taller se brindará en inglés o español, utilizando

el modelo 50/50. Esto significa que cada clase deberá conducirse enteramente en el lenguaje que

se especifique. Los idiomas se alternarán en cada taller para asegurar que el curso se ofrezca 50

% en inglés y 50 % en español. No obstante, en cursos de cinco o quince semanas, en la última

semana se dividirá el tiempo y las actividades equitativamente entre ambos idiomas. Las

primeras dos horas se realizarán estrictamente en español y durante las últimas dos horas

solo se hablará inglés. El modelo bilingüe no aplica a los cursos de idiomas (inglés y español).

Por ende, estos cursos se dictan exclusivamente en el idioma de instrucción.

El curso se realiza en un formato de lenguaje bilingüe y acelerado. Esto requiere que los alumnos

se preparen de antemano para cada sesión, según el calendario de cursos. Los estudiantes deben

estructurarse, organizarse, comprometerse y enfocarse para asegurar su éxito lingüístico y

académico. Con el fin de lograr las expectativas de competencia en inglés y español, el alumno

debe esforzarse para aprovechar todos los recursos lingüísticos en la universidad y en la

comunidad, ya que convertirse en un profesional bilingüe es una tarea compleja y retante. Para

ayudar a los estudiantes con este proceso, el facilitador utilizará la rúbrica que aparece en el

Apéndice A. Esta rúbrica se utiliza para identificar los niveles de competencia lingüística y para

diferenciar la instrucción en el aula, según los resultados de los estudiantes.

El modelo bilingüe de instrucción requiere un diseño que cumpla con los siguientes criterios:

• 30 % de la instrucción integra las competencias lingüísticas (escuchar, hablar, leer y escribir).

• El 70 % de la instrucción integra el conocimiento y aplicación de contenidos.

El proceso de evaluación de los estudiantes requiere la misma integración. Esto significa que el

30 % de la calificación del curso se basará en las competencias lingüísticas y el 70 % se basa en

el conocimiento del contenido y su aplicación. El facilitador utilizará la rúbrica que aparece en el


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Apéndice B para evaluar el trabajo escrito de los estudiantes, a menos que se especifique lo

contrario.

Filosofía y metodología educativa

Este curso está basado en la filosofía educativa del constructivismo. El constructivismo es una

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

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

vivimos.

Los facilitadores se enfocan en ayudar a los estudiantes a conectar el conocimiento previo y el

nuevo aprendizaje con las experiencias reales de la vida. De esta manera, se fomenta un nuevo

entendimiento que es relevante para los alumnos. También, los facilitadores adaptan las estrategias

de enseñanza a las respuestas de los estudiantes y los motivan para que analicen, interpreten y

predigan información de manera que la apliquen a la vida diaria.

Principios del constructivismo:

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

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

significado.

2. Para construir un significado, se requiere comprender todas las partes: globales y específicas

(from whole to parts). Las partes deben de entenderse dentro de un contexto global. Por lo

tanto, el proceso de aprendizaje se enfoca en los conceptos primarios en contexto global y no

en hechos aislados.

3. Para educar correctamente, se debe 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 que un individuo construya su propio significado y no solo

el de memorizar las respuestas “correctas” y repetir el significado que otra persona le haya

dado. Como la educación es intrínsecamente interdisciplinaria, la única forma válida para


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asegurar el aprendizaje es hacer de la evaluación una parte esencial de dicho proceso,

asegurando que el mismo provea a los estudiantes información sobre la calidad de su

aprendizaje.

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

6. Se proveerán las herramientas y el ambiente adecuado que ayuden a los alumnos a interpretar

las múltiples perspectivas que existen en el mundo.

7. El estudiante maneja y analiza su propio aprendizaje.

Método de instrucción del modelo bilingüe:

El currículo del modelo bilingüe integra el Protocolo de Observación de Inglés Protegido

(SIOP, por sus siglas en inglés: Sheltered Instruction Observation Protocol).

El estudiante estará expuesto a los ocho componentes interrelacionados de SIOP para facilitar

una instrucción comprensible. Estos componentes son:

Preparación de la lección

Conocimientos previos

Instrucción comprensible

Estrategias

Interacción

Práctica/aplicación

Desarrollo de la lección

Repaso/evaluación

Las estrategias de instrucción están ligadas a cada uno de estos componentes, permitiendo que

tanto el diseño como la presentación de las lecciones respondan a las necesidades académicas y

lingüísticas de los alumnos que aprenden un segundo idioma. Cada lección de este curso integra

estrategias bilingües y enfoques de instrucción que garantizan el éxito lingüístico y académico de

los estudiantes.


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SIOP Components (Sheltered Instruction Observation Protocol)

Las estrategias de instrucción bilingüe aparecen debajo de cada componente de SIOP (A-E).

Estas estrategias permiten diseñar e impartir una lección que responda a las necesidades

académicas y lingüísticas de los estudiantes que aprenden un segundo idioma. El facilitador

debe seleccionar las estrategias de Enfoque Académico Cognitivo de Aprendizaje de Idioma

(Cognitive Academic Language Learning Approach, conocido como CALLA por sus siglas en

inglés), que mejor correspondan a los objetivos específicos de contenido y lenguaje del taller,

para integrarlas en las actividades de manera que los alumnos puedan obtener el máximo

provecho académico.

A. Preparación de la lección

___ Adaptación del contenido

___ Enlaces con el conocimiento previo

___ Enlaces con el aprendizaje previo

___Estrategias incorporadas

B. Andamiaje (Scaffolding)

___Modelaje

___Práctica dirigida

___Práctica independiente

___ Entrada (Input) comprensible

Estrategias CALLA (Cognitive Academic Language Learning Approach)

___ Cognitiva

___ Metacognitiva

___ Socioafectiva

C. Opciones de agrupamiento

___ Grupo completo

___ Grupos pequeños

___ Trabajo en parejas

___ Trabajo independiente

D. Integración de los dominios de

idioma

___ Escuchar

___ Hablar

___ Leer

___ Escribir

E. Aplicación de aprendizaje

___ Dinámica

___ Significativa y relevante

___ Rigurosa

___ Vinculada a los objetivos

___ Promueve la participación


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Study Guide

Course Title: Health Service Management Seminar

Code: HESM 431

Credits: Three

Time Length: 8 Weeks

Prerequisite: None

Course Description:

In this course the students apply the principles of personnel supervision and learn how to manage

the problems associated with it in departments of healthcare institutions. The course also

emphasizes many issues of legal protection for the patient and for the institution that provides the

healthcare services. The student will practice in many departments of a healthcare institution.

An institutional faculty member, together with a certified healthcare administrator, will supervise

the practicum. The seminar sessions will place special emphasis on topics, issues and aspects

related to health services administration. A research project on a related topic is required.

General Content Objectives

After completing the course, the student will be able to:

1. Develop cognitive skills and competencies related to the development of a strategic plan

in a healthcare organization.

2. Apply theories and management techniques required in the development of strategic

planning.

3. Demonstrate analytical skills in planning and decision-making.

4. Develop an attitude of professional ethics to maintain the confidentiality of all

information provided to the health organization and to each of its associates.

5. Demonstrate ideal leadership characteristics in the planning process.


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6. Demonstrate management control techniques in developing the strategic plan.

7. Understand and evaluate the importance of management within the health services

industries for society.

General Language Objectives:

After completing the course, the student will be able to:

Listen: Understand oral discussions in English and/or Spanish recognizing their

different purposes and the communication settings in which they are produced; share,

compare, and develop new ideas about health service management in a collaborative manner;

acquire significant knowledge supported by experiences and motivational topics; respond to

auditory stimuli such as videos, audiovisual presentations and interactive activities.

Speak: Express him/herself in English and/or in Spanish correctly and coherently for a

variety of purposes and in a variety of communication settings, adopting a personal style of

expression; analyze, express opinions, and communicate orally different points of view and

ideas; develop abilities and skills that will prepare him/her for school work, the workplace

and daily life; use language to acquire new knowledge about health service management and

learn to utilize simple techniques of handling information through traditional media and

computer technology.

Read: Investigate, analyze, summarize, paraphrase and understand in English and/or

Spanish information obtained from a variety of media on health service management;

develop critical attitudes towards media messages reflecting on the importance of this

information; benefit independently from reading as a form of communication and as a source

of cultural enrichment.

Write: Interpret and produce written works in English and/or Spanish expressing a personal

critical and creative point of view; use correct spelling, grammar, coherence, and an


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emphasis on the requirements for effective and clear communication; use writing as a means

of communication and to provide information about health service management.

Texts and Resources:

Kros, J. & Brown, E. (2013). Health care operation and supply chain management:

Operations, planning and Control. San Francisco, CA: Jossey Bass. ISBN-13: 978-

1118109779

Marcinko, D.E. & Hetico, H.R. (2013). Financial management strategies for hospitals and

healthcare organizations: Tools, techniques, checklists, and case studies. United States:

CRC Press. ISBN-10: 1466558733

Swayne, L. E., Duncan, W. J., & Ginter, P. M. (2013). Strategic management of health care

organizations (7th ed.). San Francisco, CA: Jossey Bass. ISBN: 978-1-118-46674-2

E-Books:

Betancour, C. L. (2011). Gerencia del cuidado hospitalario (2nd ed.). Colombia: ECO Ediciones

eISBN: 9781449265397

Castrillon Cifuentes, J. (2010). Costos para gerenciar servicios de salud (3rd ed.). Colombia:

Universidad Del Norte. eISBN: 9789587410693 pISBN: 9789587410495

Oviedo-Salcedo, I.T. & Martinez, M. L. (2010). Facturación y auditorías de cuentas de salud

(4th ed.). Colombia: Ecoediciones eISBN: 9781449230661 pISBN: 9789586486453


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Evaluation

Students will be evaluated based on the following:

Class Attendance/Participation (Workshops One, Two, Three, Seven) 40 points

E-Lab (maximum of four points per workshop/week) 32 points

Critical Essay (Workshop Two) 50 points

Oral Presentation (Workshop Seven) 100 points

Written Report on the Strategic Plan (Workshop Eight) 100 points

Case Study Analysis 100 points

Research: Interviews (Workshop Five) 100 points

Digital Portfolio (Workshop Eight 100 points

Total 622 points

Evaluation scale:

A = 622 - 560 B = 559 - 498 C = 497 - 435 D = 434 - 373 F = 372 or less

IMPORTANT NOTE ABOUT THIS COURSE: Students and facilitator will meet for the first

three weeks of the course to conduct sessions related to the most important issues of the course,

modules one, two and three. In addition, students and facilitator will meet at the request of

other students or as determined by the facilitator. Students must submit the required work to

the professor, via Blackboard system, to receive feedback from the lecturer. The group will also

meet in Week Seven for the oral presentations on the day and at the time mutually agreed upon.

Daily Class Participation

1. Attendance and participation in Workshops One, Two, Three, and Seven (oral presentations)

are mandatory. Students will receive ten (10) points for Workshops One, Two, Three, and

Seven for a total of forty (40) points. In addition, the following criteria will be evaluated:

o mastery of the material discussed in class,

o responsibility for the assignments and course work,

o participation in collaborative work,


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o demonstration of adequate communication skills, and

o submission of work strictly on time.

2. Attendance is required to pass the class.

3. Absences will affect the final grade.

4. Class participation will be evaluated using Appendix E.

Language Lab/E-Lab Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual Library,

& Voice E-mail)

1. The Language Lab/E-Lab are an integral component of the course grade and the activities

that the student will have to complete. For more specific information on the Language

Lab/E-Lab resources, refer to Appendix C. It is the facilitator’s responsibility to

integrate the use of the Language Lab/E-Lab in the assignments and activities of the

course. The total amount of Language Lab/E-Lab hours must be completed according to

these specifications.

2. Students must demonstrate that they have complied with the hours of language lab usage

for the English and Spanish language. The facilitator may require a higher number of

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

reading, and writing skills in English and/or Spanish.

3. Students are responsible for accessing the Language Lab/E-Lab from their homes, as

needed, to complete the exercises, as determined by the facilitator.

4. Each student will complete the form found in Appendix D and submit it to the facilitator

to be included as part of the assessment criteria for the class. Students will receive one

(1) point for every hour spent in the Language Lab for a total of up to four (4) points per

workshop/week for the completion of the exercises recommended, totaling 32 points for

the course.

Critical Essay

1. Students will submit a critical essay in Workshop Two, using correct Standard English,

following the guidelines and instructions determined by the facilitator.


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2. Appendix G will be used to evaluate the essay which will have a value of fifty (50)

points.

Research Interviews

1. Research will be conducted by means of interviewing administrators from different

departments of the healthcare organization.

2. The purpose is to apply the studied theories, identify related research, and compare findings

with information obtained from the interviews.

3. Questions asked in the interviews must be written by the students in accordance with the

specific situations of the selected participants.

4. Findings from preliminary interviews will be discussed and shared in Workshop Three,

giving students the opportunity to offer and receive feedback.

5. The written report on the interviews will be submitted in Week Five or as determined by the

facilitator.

6. Report should present a critical analysis based on the data collected from the interviews, as

well as alternatives and recommendations.

7. Questions used for the interviews and the scripts must be included as an appendix in the

written report.

8. Report must include the following:

o Presentation page (5 points)

o General information about the interviewed persons - do not include names to protect the

privacy of the participants (5 points)

o Content - establish a comparison by department, managerial style and roles, and other

demographical data, relation with processes, implications for success as administrator,

models and theoretical bases studied (20 points)

o Critical analysis (20 points)

o Alternatives and recommendations (15 points)

o References - APA style is required (5 points)

o Use of correct Spanish, including grammar, syntax, academic vocabulary, word choice,

spelling, punctuation, and appropriate level of language formality (30 points)


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Oral Presentations

1. Students will make their oral presentations in Spanish in Workshop Seven.

2. Presentations will have a value of one hundred (100) points and will be evaluated using

Appendix F.

3. Creativity is encouraged and the use of audiovisual materials is required. Dramatizations,

role playing, recordings, simulations, and other techniques are recommended.

4. Facilitator will provide more details during the workshops, including time limits and

other essential information.

5. Students will write a Strategic Plan for the Clinical Practice Center Department of their

choice. They must be collecting data from the start of the seminar to be complementing

each of the workshops and not left to the end to find information.

6. Students will prepare an oral presentation on the strategic plan of the institution,

including issues discussed in class and following the general rules for oral presentations

as discussed in class. Students must provide copies of the presentation (handouts of

slides) to fellow students and the original to the facilitator.

General Guidelines for Oral Presentations

1. Do not overload the slides with information; they are a guide to explain the material

verbally.

2. Students must comply with the time limits determined by the facilitator.

3. Presentation must demonstrate the application of concepts covered in the course.

4. Provide copies of the PowerPoint to colleagues and a handout of the original presentation

to the facilitator.

5. Provide additional handouts, pamphlets, brochures, and/or other educational material, if

applicable.

6. Appendix F will be used to evaluate the presentation, with 70% for content and 30% for

language.


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Written Report on the Strategic Plan – presentation of the knowledge, progress, development

and implementation in the area of Strategic Planning of a healthcare facility/organization

Report must include the following:

o Cover Page (5 points)

Name of the University

School of Professional Studies

Project Title

Course

Student’s Name

Date

Professor

Certification Practice Coordinator

It must state the following: "I certify that I have read this report completed by

the student practice, which is adequate in scope and quality of its content as

required for the degree of Bachelor of Health Services Management "


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Practice Coordinator Baccalaureate

Program in Health Services Management

Date _________________

o Table of Contents – see details below (2 points)

o Introduction (8 points)

Population served by the organization being evaluated

Mission, Vision, Values, and Institutional Goals and Objectives

o Content – see details below (25 points)

o Critical Reaction (25 points)

o References (5 points)

o Use of correct Standard English, including grammar, syntax, academic vocabulary,

word choice, spelling, punctuation, and appropriate level of language formality (30

points)

Facilitator will determine the minimum and maximum number of pages.

Reports will be submitted in Week Eight.

Report will be written in APA style, edition 6.

Table of Contents

I. Summary of Work

II. Research Methodology

III. Literature Review

a. What is strategic planning?

b. What are its benefits?

c. What is its impact on the development of organizations?

IV. Strategic Plan


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Chapter I

Institutional Assessment - brief summary of the history of the assessed organization and

description of services offered

Chapter II

Analysis of the Mission and Vision - explain if each complies with the criteria presented

in the workshops

Chapter III

Goals and Objectives of the Strategic Plan

Chapter IV

Activities designed to achieve the objectives of the strategic plan

Chapter V

Enhancing the external and internal environment and its importance

Strengths, Weaknesses, Opportunities, Threats (SWOT)

o Analysis of the effects of political, economic, social, cultural, organizational and

technological factors

Chapter VI

Operational Plan Development - in this section, you will discuss the environment

Internal Environment

o Develop two desired goals to maximize the institutional potential

o Identify two opportunities and threats

o Identify two strengths and weaknesses

External Environment

o Develop two desired goals to maximize the institutional potential

o Identify two opportunities and threats

o Identify two strengths and weaknesses

Chapter VII

Design of operational activities


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Develop two goals to eliminate or reduce the impact of identified weaknesses and threats

on the institution.

Develop two goals to maximize opportunities and strengths that will benefit the

institution.

Develop operational activities designed to reduce risks related to the weaknesses and

threats.

Chapter VIII

Conclusions and recommendations

Chapter IX

References

Additional guidelines

Use APA style, 6th edition: http://apastyle.apa.org/

Font size #12

Font Times New Roman or Arial

Must be aligned to both the right and left margins (justified)

Double spacing

References and citations using APA style, 6th edition

Check spelling, syntax and grammar

Points will be deducted for lateness

NOTE: Be sure to indicate the importance of strategic planning, how it gives value to the

institution, and the importance of the internal and external environments. Indicate the

type of organization which presents the Strategic Plan, if it is a non-profit or service level.

NOTE: Facilitator may make changes to the outline indicated above or to the overall

format of the report. Students will be informed of any changes in a timely manner.

The Strategic Plan is a compilation of data which should be presented in an organized fashion.

Students must submit their recommendations for institutional success. By evaluating the written

report of the Strategic Plan, the facilitator will assess the students’ strengths and areas in need of

http://apastyle.apa.org/


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improvement. The student must be reflective and demonstrate a broad evaluative approach. It is

extremely important that students complete a literature review and search relevant information to

complement their work. The finished product must include at least five (5) valid references.

The oral presentation must include PowerPoint technology.

Description of Course Policies

1. 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 it could require more.

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

The facilitator will determine how absences to workshops will affect the final grade.

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

extremely important, since it is not possible to ensure 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.


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

member will have to collaborate to ensure the success of the group, and the assessment

will be done collectively as well as individually.

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

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

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

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

risk losing credit for material that is clearly not their own (see Academic Honesty

Policy).

7. 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 Workshop One.

8. The facilitator will establish a means of contacting students by providing an e-mail

address, phone number, hours to be contacted and days.

9. 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.

10. Children, friends or family members, who are not registered in the course, are not

allowed access to the classrooms.

11. 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


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www.findarticles.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.

Dual Language Program Instructional Design

This course follows the Discipline-Based Dual Language Immersion Model® designed to

promote each student’s development as a Dual Language Professional. Each session will be

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

session will be conducted entirely in the language specified for the session. The language used in

each session of the course is alternated to ensure that 50% of the course is conducted in English

and 50% in Spanish. Instructional languages are never mixed. For English or Spanish language

courses, the 50/50 model does not apply. All language courses are entirely taught in either

English or Spanish.

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

prepare in advance for each session according to the course schedule. Students must be

structured, organized, committed, and focused to ensure linguistic and academic success. In

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

take advantage of all language resources in the university and in their community, since

becoming a dual language professional is a complex and challenging task. To help the student

with this process, the facilitator will use the rubric that appears in Appendix A. This rubric is

used to identify students’ language proficiency levels to differentiate instruction in the classroom

based on students’ results.

The instructional bilingual model requires a design that meets the following criteria:

30% of the instruction integrates language skills (listen, speak, read, and write).

http://www.findarticles.com/

http://bibliotecavirtualut.suagm.edu/

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

http://flelibrary.org/



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70% of the instruction integrates content knowledge and application.

The student evaluation process requires the same integration. This means that 30% of the course

grade will be based on language skills and 70% will be based on content knowledge and its

application. The facilitator will use the rubric that appears in Appendix B to evaluate students’

written work, unless specified otherwise.

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 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.


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

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

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

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

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

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

the quality of their learning.

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

6. Tools and environments that help learners interpret the multiple perspectives of the world

must be provided.

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

Instructional Approach

The curriculum integrates the Sheltered Instruction Observation Protocol (SIOP) Model*.

The student will be exposed to the eight interrelated SIOP learning components to facilitate

comprehensible instruction. These are:

lesson preparation,

background knowledge,

comprehensible input,

strategies,

interaction,

practice/application,

lesson delivery, and

review/assessment.


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These instructional strategies are connected to each one of these components, allowing that the

design and presentation of a lesson address the academic and linguistic needs of second language

learners. Each lesson integrates dual language strategies and instructional approaches to ensure

the linguistic and academic success of students.


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SIOP Components (Sheltered Instruction Observation Protocol)

The dual language instructional strategies are indicated below each SIOP component (A-E).

These strategies allow the design and delivery of a lesson that addresses the academic and

linguistic needs of second language learners. The facilitator must select the Cognitive Academic

Language Learning Approach (CALLA) strategies that best align to the specific week content

and language objectives and integrate them in the lesson activities to ensure maximum learning

and academic performance.

B. Scaffolding

___ Modeling

___ Guided Practice

___ Independent Practice

___ Comprehensible Input

C. Grouping Options

___ Whole Class

___ Small Groups

___ Partners

___ Independent Work

D. Integration of Language Domains

___ Listening

___ Speaking

___ Reading

___ Writing

E. Learning Application

___ Dynamic

___ Meaningful/Relevant

___ Rigorous

___ Linked to Objectives

___ Promotes Engagement

A. Lesson Preparation

___ Adaptation of Content

___ Links to Background Knowledge

___ Links to Past Learning

___ Strategies Incorporated

CALLA Strategies

(Cognitive Academic Language Learning

Approach)

___ Cognitive

___ Metacognitive

___ Social/Affective


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Taller Uno

NOTA IMPORTANTE SOBRE EL CURSO: Los estudiantes y el facilitador se reunirán las

primeras tres semanas para dialogar acerca de los asuntos más relevantes del curso y los módulos

uno, dos y tres. Después, se reunirán a petición de los alumnos o del mismo facilitador.

Semanalmente, los estudiantes enviarán el trabajo asignado, vía Blackboard, al facilitador para

que les dé retroalimentación. La séptima semana de clases, y por mutuo acuerdo, el grupo se

reunirá en la fecha y hora que determinen para brindar sus presentaciones orales en español.

Objetivos específicos de contenido

Al finalizar el taller, el estudiante será capaz de:

1. Definir lo que es planificación estratégica.

2. Enlistar los beneficios y principios de la planificación estratégica en la industria de la

salud.

3. Detallar las características de la toma de decisiones estratégicas y de las personas que

deciden estratégicamente.

Objetivos específicos de idioma


Escuchar: Escuchar la orientación de los administradores para comprender las políticas y los

procedimientos que utilizan las organizaciones de la industria de la salud para desarrollar sus

planes estratégicos.

Hablar: Presentar un resumen reflexivo de las reuniones, de la organización de la industria

de la salud, empleando correctamente la sintaxis y el orden de los eventos.


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Leer: Investigar, leer y analizar los diversos estilos gerenciales y las técnicas de

planificación estratégica para resolver asuntos organizativos en la industria de la salud.

Escribir: Redactar un análisis FODA (SWOT por sus siglas en inglés) en el que utilice la

terminología del campo de la salud, de manera que se entiendan las comunicaciones y los

procedimientos de la organización.

Enlaces electrónicos:

Nota: La mayoría de los enlaces del Taller Uno podrían utilizarse en los próximos talleres, de

acuerdo con los temas que correspondan.

Seven Steps to Healthcare Strategic Planning

http://info.hayesmanagement.com/Default.aspx?app=LeadgenDownload&shortpath=docs

%2Fhayes+white+paper_7+steps+to+healthcare+strategic+planning.pdf.

Basic Steps to a Strategic Planning Process

http://namac.org/strategic-planning-steps

Ciberlibro

Betancourt, C. L. (2011). Gerencia del cuidado hospitalario. 2a ed. Colombia: ECO Ediciones

eISBN: 9781449265397

Capítulo 5: Strategic Alliances

Asignaciones que realizarán antes del Taller Uno:

1. Encuentre información sobre los temas del Taller Uno (vea el contenido temático). Debe

utilizar libros de referencia o revistas profesionales (journals).

2. Lea la información que obtuvo y organícela en un bosquejo de temas para que la discuta

y participe en clase.

http://info.hayesmanagement.com/Default.aspx?app=LeadgenDownload&shortpath=docs%2Fhayes+white+paper_7+steps+to+healthcare+strategic+planning.pdf

http://info.hayesmanagement.com/Default.aspx?app=LeadgenDownload&shortpath=docs%2Fhayes+white+paper_7+steps+to+healthcare+strategic+planning.pdf

http://namac.org/strategic-planning-steps


Rev. 04/19/2013

Vocabulario clave de la lección - debe reflejar los objetivos y conceptos claves del taller

(El facilitador es responsable de proporcionar el vocabulario clave de la lección).

1.

2.

3.

Lista de materiales suplementarios para el taller:

1. Blackboard

2. Tell Me More

3. NetTutor


Rev. 04/19/2013

Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica

las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio

de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Andamiaje (Scaffolding)

_X_ Adaptación del contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Entrada (input) comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

_X_ Cognitiva 1)_______________________ 2)_______________________

_X_ Meta cognitiva 1)_______________________ 2)_______________________

_X_ Socio afectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración de los dominios de idioma

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en parejas _X_ Leer

_X_ Trabajo independiente _X_ Escribir


_X_ Dinámica

_X_ Significativa y relevante

_X _Rigurosa

_X_ Vinculada a los objetivos

_X_ Promueve la participación


Rev. 04/19/2013

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

1. El facilitador les dará la bienvenida a los alumnos y desarrollará una dinámica de grupo

para que los estudiantes se presenten. El facilitador establecerá mecanismos para

comunicarse con los estudiantes.

2. El facilitador entregará y explicará el Digital Performance Portfolio Assessment

Handbook. Los estudiantes deberán trabajar semanalmente en su portafolio electrónico el

cual será entregado en la Semana Ocho.

3. En una charla amena, el facilitador discutirá la descripción del curso, respecto a los

objetivos, el contenido temático, la bibliografía, la relación entre la enseñanza y el

aprendizaje (el rol del facilitador y el alumno), el itinerario de asignaciones/actividades,

los métodos y criterios de evaluación y las expectativas. Además notificará los cambios

del módulo (si alguno) y los acuerdos y las sugerencias.

4. El facilitador registrará la asistencia de los alumnos en la lista oficial de matriculados.

5. El facilitador explicará los objetivos del Taller Uno.

6. Reunidos en subgrupos de cuatro miembros, los estudiantes comentarán acerca de la

información que recopilaron como parte de su preparación para el Taller Uno sobre sus

experiencias y los conocimientos que adquirieron sobre el tema. Además, enlistarán los

beneficios y principios de la planificación estratégica en la industria de la salud.

7. El facilitador brindará una presentación en PowerPoint acerca de los siguientes temas:

planificación, la importancia de la planificación organizativa, los tipos de planificación y

el propósito y los objetivos de las fases de planificación (vea el contenido temático).


Rev. 04/19/2013

8. Los alumnos se reunirán nuevamente en los subgrupos originales para discutir las

características de las decisiones estratégicas y para analizar el estudio de caso que les

proveerá el facilitador. Los estudiantes identificarán las técnicas que se utilizaron para la

toma de decisiones en el estudio de caso, y finalmente reaccionarán a dicha decisión. Los

miembros del grupo deberán señalar si están o no de acuerdo con el administrador o los

profesionales que toman las decisiones. También deberán justificar sus razones con al

menos dos recursos válidos y proveer recomendaciones. Finalmente, el líder del grupo

presentará los hallazgos al resto de la clase utilizando un mapa conceptual.

9. El facilitador guiará la selección del representante de los estudiantes.

10. A modo de cierre, el facilitador explicará las tareas del Taller Dos, tales como ensayo

crítico, etc. Además, el grupo y el facilitador deberán establecer un acuerdo acerca del

periodo de receso de la clase.

11. E-Lab: Los estudiantes continuarán trabajando en los ejercicios interactivos diseñados

para desarrollar y mejorar las destrezas lingüísticas en español.

Evaluación:

1. Individual: Asignación acerca del bosquejo que contiene información sobre la

planificación estratégica y el resumen de la clase.

2. Grupal: Participación en la discusión de los subgrupos sobre las características de las

decisiones estratégicas y el análisis del estudio de caso que les proveerá el facilitador.

3. Oral: Justificación de su punto de vista explicando si están o no de acuerdo con el

administrador o los profesionales en su toma de decisiones en el estudio de caso,

presentando al menos dos recursos válidos y recomendaciones.


Rev. 04/19/2013

4. Escrito: Bosquejo de la información sobre los temas que investigaron en su asignación

antes del taller.

Cierre del taller:

1. Individual: Cada estudiante presentará al grupo en español tres conceptos que ha

aprendido y como los va a aplicar en su profesión; también tendrán la oportunidad de

hacer preguntas para aclarar ideas, conceptos, y futuras asignaciones.

2. Grupal: Trabajando en pequeños grupos los estudiantes harán una lista de aquellos temas

de la clase que entendieron bien y aquellos que les fueron difíciles; desarrollarán una lista

de preguntas, para ser entregada al facilitador, que consideran les podría ayudar a

comprender mejor el material cubierto en la clase.


Rev. 04/19/2013

Workshop Two

Specific Content Objectives

Upon completion of the workshop, the student will be able to:

1. Recognize the characteristics of the institutional environment.

2. Estimate strategic capacities, including internal and external strengths.

3. Analyze the components and characteristics of the Mission, Vision, Values, and Goals.

4. Recognize and apply strategic controls, execution standards, and institutional

evaluation.

Specific Language Objectives

Upon completion of the workshop, the student will be able to:

Listen: Attentively listen to colleagues’ presentations to be able to contribute effectively

to class discussions.

Speak: Describe and share his/her experiences regarding the search for a health services

institution; apply appropriate interpersonal speaking skills in group work and in

discussions on the interviews, case studies, and progress of the final project.

Read: Research and read articles related to strategic controls and models which

demonstrate effective execution standards, and take notes that will be helpful for class

discussion and completion of assignments.

Write: Write the critical essay related to strategic controls, execution standards, and

models of institutional evaluations using correct Standard English and following all the

guidelines stipulated by the facilitator.

HESM 431 Health Service Management Seminar 48

Electronic Links:

Strengths, Weaknesses, Opportunities, Threats (Fortalezas, Oportunidades, Debilidades,

Amenazas -FODA) – SWOT Analysis

http://www.oac.ohio.gov/grantsprogs/BuildingCommunitiesSpanish/Analisis_de_Fortaleza

s_Oportunidades_Debilidades_y_Amenazas.pdf

http://www.slideshare.net/diplomatura/analisis-foda-s-i

Regional Observatory of Human Resources in Health

http://new.paho.org/hq/index.php?option=com_content&view=category&layout=blog&

id=1942&Itemid=3502&lang=en

Assignments due Prior to Workshop Two:

1. Research information on the topics for Workshop Two in academic resources such as

reference materials and professional literature.

2. Read and take appropriate notes on the information obtained to be able to participate

effectively in class discussions.

3. Prepare the critical essay, using correct Standard English, related to strategic controls,

execution standards, and models of institutional evaluations to be submitted in Workshop

Two. Follow the guidelines determined by the facilitator.

4. Form the subgroups which will prepare the oral presentations and the written work for

Workshop Three.

5. Select the institution for the Strategic Plan. Start selecting the institution (same or

different) for the completion of the final project.

http://www.oac.ohio.gov/grantsprogs/BuildingCommunitiesSpanish/Analisis_de_Fortalezas_Oportunidades_Debilidades_y_Amenazas.pdf



http://www.slideshare.net/diplomatura/analisis-foda-s-i

http://new.paho.org/hq/index.php?option=com_content&view=category&layout=blog&id=1942&Itemid=3502&lang=en

http://new.paho.org/hq/index.php?option=com_content&view=category&layout=blog&id=1942&Itemid=3502&lang=en


6. Start creating a list of the questions for the administrator of the chosen health

organization.

Core Vocabulary - must reflect the key concepts and objectives of the workshop (The facilitator

is responsible for providing the academic core vocabulary of the lesson).

1.

2.

3.

List of Supplementary Materials for the Workshop:

1. Blackboard

2. Tell Me More

3. NetTutor


SIOP Components (Sheltered Instruction Observation Protocol): The “X” on the line indicates

the teaching strategies that will be used in each class to support and increase students’ linguistic

and academic performance.

A. Lesson Preparation B. Scaffolding

_X_ Adaptation of Content _X_ Modeling

_X_ Links to Background Knowledge _X_ Guided Practice

_X_ Links to Past Learning _X_ Independent Practice

_X_ Strategies Incorporated _X_ Comprehensible Input

CALLA Strategies (Cognitive Academic Language Learning Approach)

The facilitator must specify the CALLA learning strategy/strategies that will be used in the

lesson and explain each one to the students.

_X_ Cognitive 1)_______________________ 2)_______________________

_X_ Metacognitive 1)_______________________ 2)_______________________

_X_ Social/Affective 1)_______________________ 2)_______________________

C. Grouping Options D. Integration of Language Domains

_X_ Whole Group _X_ Listening

_X_ Small Group _X_ Speaking

_X_ Partners _X_ Reading

_X_ Independent Work _X_ Writing

E. Learning Application

_X_ Dynamic

_X_ Meaningful/Relevant

_X_ Rigorous

_X_ Linked to Objectives

_X_ Promotes Engagement


Integrated Activities of Content and Language to Achieve Content and Language

Objectives:

1. Facilitator will take attendance.

2. Facilitator will conduct a review of the topics covered in Workshop One. Each student

will create a concept map summarizing the important concepts and explain it to the class.

3. Facilitator will present and discuss the topic of policy planning: Mission, Vision, Goals,

and Objectives. In addition, facilitator will explain the process of strategic planning in

Health Services and will explain how to conduct a situation analysis evaluating the

internal and external environment of the organizations.

4. Students will work in small groups to discuss the importance of strategic planning in

health services, using the critical essays they had written as an assignment. Students will

then submit their essays to the facilitator.

5. Students will work in small groups to discuss the topic/questions on policy/strategic

planning in the healthcare industry posed by the facilitator. Each group will discuss one

of the questions/topics and will present their information to the class.

6. Students will summarize the topics discussed in this workshop and review the

assignments for Workshop Three. Facilitator will explain the oral presentation and the

written work on the progress of the Strategic Plan for that workshop.

7. Students will continue working on their digital portfolios following the guidelines in the

Digital Performance Portfolio Assessment Handbook.


8. Students will continue working on the preparation of their oral presentation in Spanish

for Workshop Seven ensuring that all the guidelines determined by the facilitator are

followed.

9. Language Lab - students will continue working on the interactive activities designed to

develop/improve linguistic skills in English as determined by the facilitator.

Assessment:

1. Individual: Completion of the concept map explaining the major topics discussed in

Workshop One.

2. Group: Group collaboration and active participation in the discussion on the

topics/questions and exercises provided by the facilitator.

3. Oral: Presentation and explanation of the concept map explaining the main topics

discussed in Workshop One using correct Standard English.

4. Written: Critical essay on the assigned topics following all the guidelines determined by

the facilitator.

Lesson Wrap-Up:

1. Individual: Students will have one minute to draw/illustrate one of the most important

concepts they learned during this session.

2. Group: Students will share their one-minute drawings with the class, and colleagues will

guess what it represents. A whole group discussion will follow. Students will also have

the opportunity to ask questions regarding upcoming assignments and any topics covered

during this session.


Taller Tres

Objetivos específicos de contenido


1. Explicar el rol del gerente de servicios de salud de un complejo hospitalario.

2. Discutir los estilos gerenciales y sus implicaciones en el éxito de las organizaciones

dedicadas a la salud.

3. Presentar la perspectiva general de la evolución, estructura y los problemas actuales del

sistema de salud.

4. Examinar las características particulares del cuidado de la salud, como producto, y las

relaciones cambiantes entre los pacientes, médicos, hospitales, aseguradores, patronos, las

comunidades y el gobierno.

5. Distinguir las características y las funciones de los proveedores de servicios, pagadores y

suplidores de la industria de la salud.

Objetivos específicos de idioma


Escuchar: Escuchar los informes de progreso de los compañeros, sobre el trasfondo de la

organización de salud que seleccionó para desarrollar su plan estratégico.

Hablar: Presentar un resumen reflexivo sobre la entrevista que realizó al administrador

de la compañía de salud, proyectando su voz a través de la claridad, entonación, el ritmo,

la velocidad, el énfasis, la fuerza y el volumen.


Leer: Investigar, leer y analizar artículos profesionales, libros de texto y materiales de la

Internet para comprender la dinámica de las organizaciones de la salud, sus afiliados y su

impacto en el desarrollo del plan estratégico.

Escribir: Redactar un cuestionario para entrevistar al administrador, utilizando la

terminología del campo de la salud.

Enlaces electrónicos:

Will Business Management Save US Health Care?

http://hbswk.hbs.edu/item/7083.html

8 Key Issues for Hospitals and Health Systems - 2013

http://www.beckershospitalreview.com/hospital-management-administration/8-key-issues-for-

hospitals-and-health-systems-2013.html

Realigning Health with Care

http://www.ssireview.org/articles/entry/realigning_health_with_care

Statement of the American Hospital Association

http://www.aha.org/advocacy-issues/testimony/2012/120518-tes-ppaca.pdf.

Ciberlibro

Kongstvedt, Peter R. (2013). Essentials of managed health care. 6th ed. United States: Jones &

Bartlett Learning, Co.

Asignaciones que realizarán antes del Taller Tres:

1. Encuentre información sobre los temas del Taller Tres (vea el contenido temático). Debe

utilizar libros de referencia o revistas profesionales (journals).

http://hbswk.hbs.edu/item/7083.html

http://www.beckershospitalreview.com/hospital-management-administration/8-key-issues-for-hospitals-and-health-systems-2013.html

http://www.beckershospitalreview.com/hospital-management-administration/8-key-issues-for-hospitals-and-health-systems-2013.html

http://www.ssireview.org/articles/entry/realigning_health_with_care

http://www.aha.org/advocacy-issues/testimony/2012/120518-tes-ppaca.pdf


2. Redacte un resumen reflexivo, dejándose llevar por los artículos que leyó sobre

cualquiera de los objetivos del taller; recuerde incluir las referencias bibliográficas que

leyó. Además, envíe su resumen al foro de discusión de la clase y responda al menos a

dos comentarios de sus compañeros. Por favor, llegue preparado para presentar un

resumen de su análisis al resto de la clase.

Vocabulario clave de la lección - debe reflejar los objetivos y conceptos claves del taller

(El facilitador es responsable de proporcionar el vocabulario clave de la lección).

1.

2.

3.

Lista de materiales suplementarios para el taller:

1. Blackboard

2. Tell Me More, NetTutor


Componentes de SIOP (Sheltered Instruction Observation Protocol): La “X” en la línea indica

las estrategias de enseñanza que se utilizarán para ayudar a los estudiantes a mejorar su dominio

de destrezas de lenguaje y académicas en cada clase.

A. Preparación de la lección B. Andamiaje (Scaffolding)

_X_ Adaptación del contenido _X_ Modelaje

_X_ Enlaces con el conocimiento previo _X_ Práctica dirigida

_X_ Enlaces con el aprendizaje previo _X_ Práctica independiente

_X_ Estrategias incorporadas _X_ Entrada (input) comprensible

Estrategias de CALLA (Cognitive Academic Language Learning Approach)

El facilitador debe especificar la estrategia(s) que usará en cada lección y explicarlas a

los estudiantes.

_X_ Cognitiva 1)_______________________ 2)_______________________

_X_ Meta cognitiva 1)_______________________ 2)_______________________

_X_ Socio afectiva 1)_______________________ 2)_______________________

C. Opciones de agrupamiento D. Integración de los dominios de idioma

_X_ Grupo completo _X_ Escuchar

_X_ Grupos pequeños _X_ Hablar

_X_ Trabajo en parejas _X_ Leer

_X_ Trabajo independiente _X_ Escribir


_X_ Dinámica

_X_ Significativa y relevante

_X _Rigurosa

_X_ Vinculada a los objetivos

_X_ Promueve la participación


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

1. El facilitador revisará el material presentado en clase. Los alumnos compartirán sus

dudas acerca de lo discutido y las empresas seleccionadas para desarrollar su práctica de

administración clínica.

2. El facilitador registrará la asistencia de los alumnos en la lista oficial de matriculados.

3. El facilitador explicará los objetivos del Taller Tres.

4. Reunidos en pequeños grupos, los estudiantes presentarán un informe de progreso que

incluirá información acerca de la empresa que escogieron y los hallazgos de la entrevista

que realizaron al administrador de la misma. Además, proveerán una crítica constructiva

a las presentaciones de sus compañeros y les recomendarán ideas para el proyecto final.

El líder del grupo resumirá los comentarios y los presentará al resto de la clase.

5. El facilitador escuchará las presentaciones de los informes de progreso del plan

estratégico que trabajan como proyecto final.

6. Los alumnos se reunirán nuevamente en los subgrupos originales para discutir las

características particulares del cuidado de la salud, como producto, y las relaciones

cambiantes entre los pacientes, médicos, hospitales, aseguradores, patronos, las

comunidades y el gobierno. Finalmente, el líder del grupo presentará los hallazgos al

resto de la clase utilizando un organizador gráfico.

7. El facilitador guiará el análisis de L. Etheredge, S B Jones and L Lewin sobre las

funciones inherentes a la industria de la salud: proveedores de servicios, pagadores y

suplidores encontrado en: http://content.healthaffairs.org/content/15/4/93 , What Is

Driving Health System Change? (2013)

8. A modo de cierre, el facilitador explicará las tareas de los talleres subsiguientes, del

http://content.healthaffairs.org/content/15/4/93


cuatro al ocho, tales como: leyes, decretos y regulaciones que afectan la administración

empresarial en la industria de la salud, el proyecto especial en inglés y la presentación

oral final en español en el Taller Siete. Además, el facilitador programará reuniones

adicionales y discutirá la entrega de trabajos por Blackboard. El estudiante deberá

mantener la comunicación constante con el facilitador para informarle el progreso de su

informe.

9. E-Lab: Los estudiantes continuarán trabajando en los ejercicios interactivos

diseñados para desarrollar y mejorar las destrezas lingüísticas en español.

10. Los estudiantes continuarán trabajando en la preparación de su presentación oral para el

Taller Siete.

11. Los estudiantes continuarán trabajando en su portafolio electrónico siguiendo las

directrices señaladas en el Digital Performance Portfolio Assessment Handbook.

Evaluación:

1. Individual: Entrevista a un gerente de una empresa dedicada a la salud y el informe de

progreso del proyecto final, que trata sobre la planificación estratégica.

2. Grupal: Participación en clase acerca de la discusión de los problemas y situaciones

planteadas.

3. Oral: Recomendaciones a los compañeros y las presentaciones de los informes de

progreso del proyecto.

4. Escrita: Organizador gráfico para presentar los hallazgos


Cierre del taller:

1. Individual: El estudiante escribirá una composición reflexiva sobre lo que aprendió en el

Taller Tres.

2. Grupal: Reunidos en pequeños grupos, los estudiantes comentarán acerca de las

empresas que seleccionaron y los hallazgos de la entrevista que realizaron al

administrador de la misma. Además, proveerán una crítica constructiva a las

presentaciones de sus compañeros y les recomendarán ideas para el proyecto final. El

líder del grupo resumirá los comentarios y los presentará al resto de la clase.


APÉNDICES/APPENDIXES


APPENDIX A

NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION

Retrieved from: WIDA Consortium http://www.wida.us/

http://www.wida.us/


“Can Do” Listening Rubric

National Proficiency Levels Criteria

Starting

Identifies objects

Names concrete objects

Points to picture/object of the word heard

Follows simple commands

Repeats words or simple phrases

Understands simple messages – gestures, pointing

Emerging

Draws a picture

Requires continuous repetition

Follows verbal dictations

Checks-off words that were heard

Repeats information heard to determine comprehension

Understands slow speech and multiple repetitions

Developing Understands more details of spoken language

Needs limited or no repetition and slow speech

Understands basic academic vocabulary which is frequently used in class

discussions

Understands class discussions with some difficulty

Understands most of what was said

Expanding Needs limited or no repetition at normal speed speech

Understands academic vocabulary used in class discussions

Understands class discussions with little difficulty

Understands nearly everything said

Bridging Needs no repetition at normal speed speech

Understands elaborate academic vocabulary used in class discussions

Understands class discussions with no difficulty

Demonstrates a native-like English speaker’s understanding of what is said


“Can Do” Speaking Rubric

National Proficiency

Levels

Criteria

Starting Names concrete objects

Responds a simple yes or no to questions

Repeats words or simple phrases

Uses one word commands

Mispronounces words making it difficult to be understood

Breaks speech into parts making comprehension difficult

Uses limited or no vocabulary to support message

Emerging Uses a few more words to respond to questions although grammatically incorrect

Uses one-, two-, and multiple-word commands

Uses verb tenses interchangeably

Misuses words in daily speech

Repeats spoken words or phrases to improve understanding due to pronunciation flaws

Uses grammar and word order incorrectly

Uses vocabulary (emerging stage) to support oral messages

Developing Responds using longer phrases/sentences

Initiates and carries out conversations; however, there may be interruptions due to

thinking of the correct words to say

Applies grammar and word order correctly most of the time

Demonstrates correct use of basic academic vocabulary which is frequently used in class

discussions and/or oral assignments.

Speaks with some hesitation

Uses vocabulary to support oral messages

Speaks with less difficulty, but listener must pay close attention to pronunciation.

Expanding Responds using elaborate phrases/sentences

Uses and interprets idiomatic expressions

Converses more fluently in social settings

Uses academic vocabulary frequently in class discussions

Participates in class discussions using academic content with slight hesitation

Misuse of grammar and word order seldom occurs and does not interrupt meaning

Pronounces most words accurately and clearly

Bridging Speaks fluently

Uses elaborate academic vocabulary in all class discussions correctly

Participates in class discussion using academic content without hesitation

Uses appropriate vocabulary to support oral messages at all times

Uses correct grammar and word all the time

Speaks with native-like pronunciation and intonation


“Can Do” Reading Rubric

National Proficiency Levels Criteria

Starting Lacks comprehension of a wide array of written material (not developed)

Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)

Struggles with use of pre-reading and reading skills (not developed)

Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context

(not developed)

Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose

deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)

Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and non-

fictional texts that bridge personal, professional and academic themes, news articles, short stories, short

novels, etc.)

Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks

Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills

(e.g., skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)

Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from context

(e.g., definition, restatement, examples, surrounding words, etc.) is

Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical order,

comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as listed above)

Applying successful reading skills (as listed above) are still emerging

Developing Comprehends a wide array of written material (as listed above)

Interprets basic graphs, charts, tables and forms

Applies correctly pre-reading and reading skills (as listed above)

Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed

above)-evidence of emerging.

Understands the relationship between ideas (as listed above)-evidence of emerging..

Uses strategic reading skills (as listed above) that are evident.

Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy

Interprets increasingly complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above) very strongly

Applies strategies to guess meanings of unfamiliar words from context (as listed

above) which is clearly evident

Identifies signal words to understand the relationship between ideas (as listed above), and reading patterns

to identify literary genres (as listed above)- emerging strongly

Understands the relationship between ideas (as listed above)-strongly evident.

Uses strategic reading skills (as listed above) with mature accuracy

Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully

developed

Interprets complex graphs, charts, tables, and forms accurately

Applies pre-reading and reading skills (as listed above)-fully developed

Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with

accuracy

Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)


“Can Do” Writing Rubric

National

Proficiency

Levels

Criteria

Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.

Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.

Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand the

writing.

Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.

Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.

Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for

drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.

Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to

support main idea. Reader can still feel confused.

Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.

Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.

but many words are still used incorrectly.

Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.

Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs

of improvement.

Demonstrates emerging strategic writing skills.

Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left

with unanswered questions.

Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they distract

the flow.

Selects and uses words appropriately; however, they are not higher level and need more vigor.

Formulates well-written sentences; however, style and structure of sentences are repetitious.

Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by

improving conventions.

Utilizes strategic writing skills properly (now evident).

Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.

Some readers’ questions can be answered, while others are left with doubt.

Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to

allow the proper flow of ideas.

Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.

Writes with a definite style, and sentence structure is “catchy” with few mistakes.

Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the

writing.

Applies mature strategic writing skills.

Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered

Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.

Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.

There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.

Excellent control of spelling, punctuation capitalization and other writing conventions.

Strategic writing skills are fully developed.


APPENDIX B

THE WRITING PROCESS

6-TRAITS WRITING RUBRIC

Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric. Retrieved from

https://www.ade.state.az.us/standards/6traits/


Appendix B

Six-Traits of Writing Rubric

Student’s Name:______________________________________ Date:___________________

Facilitator:______________________Course: ____________Assignment:_________________

Instructions: This rubric will be used to evaluate all written work done by the student in

both English and Spanish. Please refer to the trait that you are evaluating (i.e., Ideas and

Content) and write the score in the appropriate box. Select the criteria per level (6=

highest, 1=lowest) that best reflects the student’s writing ability.

Refer to all the following sheets that describe, in detail, all the writing traits that you are

evaluating in order to complete this rubric properly.

Criteria per Level

(From Highest to Lowest)

Writing Traits 6 5 4 3 2 1

1. Ideas and Content

2. Organization

3. Voice

4. Word Choice

5. Sentence Fluency

6. Conventions

Totals (Add all the totals down, then

across to obtain the Grand Total.)

Grand

Total:

Final Score:_________________

Scoring Scale: (36-0)

Outstanding: 33 - 36 points = A

Very Good: 29 - 32 points = B

Satisfactory: 24 - 28 points = C

Fair: 19 - 23 points = D

Poor: 0 - 18 points = F


Trait #1: Idea and Content

Criteria per Level

6

The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main

ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The

writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong,

accurate, credible support

• a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and

shares insights.

• content and selected details that are well suited to audience and purpose.

5

The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are

developed by supporting details suitable to audience and purpose. The writing is characterized by

• clarity, focus, and control.

• main idea(s) that stand out.

• supporting, relevant, carefully selected details; when appropriate, use of resources provides strong,

accurate, credible support.

• a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares

insights.

• content and selected details that are well-suited to audience and purpose.

4

The writing is clear and focused. The reader can easily understand the main ideas. Support is present,

although it may be limited or rather general. The writing is characterized by

• an easily identifiable purpose.

• clear main idea(s)

• supporting details that are relevant, but may be overly general or limited in places; when appropriate,

resources are used to provide accurate support.

• a topic that is explored/explained, although developmental details may occasionally be out of balance with

the main idea(s); some connections and insights may be present.

• content and selected details that are relevant, but perhaps not consistently well chosen for audience and

purpose.

3

The reader can understand the main ideas, although they may be overly broad or simplistic, and the results

may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly

off-topic. The writing is characterized by

• an easily identifiable purpose and main idea(s).

• predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations

heard elsewhere.

• support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-

topic, predictable, or overly general.

• details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or

questionable sources of information.

• difficulties when moving from general observations to specifics.

2

Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is

characterized by

• a purpose and main idea(s) that may require extensive inferences by the reader.

• minimal development; insufficient details.

• irrelevant details that clutter the text.

• extensive repetition of detail.

1

The writing lacks a central idea or purpose. The writing is characterized by

• ideas that are extremely limited or simply unclear.

• attempts at development that are minimal or non-existent; the paper is too short to demonstrate the

development of an idea.




Trait #2: Organization

Criteria per Level

6

The organization enhances the central idea(s) and its development. The order and structure are compelling and

move the reader through the text easily. The writing is characterized by

• effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to

follow.

• a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed

5

The organization enhances the central idea(s) and its development. The order and structure are strong and

move the reader through the text. The writing is characterized by.

• effective sequencing; the organizational structure fits the topic, and the writing is easy to follow.

• an inviting beginning that draws the reader in and a satisfying sense of resolution or closure.

• smooth, effective transitions among all elements (sentences, paragraphs, and ideas).

• details that fit where placed. .

4

Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is

characterized by

• clear sequencing.

• an organization that may be predictable.

• a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may

lack subtlety.

• a body that is easy to follow with details that fit where placed.

• transitions that may be stilted or formulaic.

• organization which helps the reader, despite some weaknesses.

3

An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal.

The writing is characterized by

• attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear.

• a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic

is...”, “These are all the reasons that…”)

• transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions,

numbering, etc.) may be overused.

• a structure that is skeletal or too rigid.

• placement of details that may not always be effective.

• organization which lapses in some places, but helps the reader in others.

2

The writing lacks a clear organizational structure. An occasional organizational device is discernible;

however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece

is simply too short to demonstrate organizational skills. The writing is characterized by

• some attempts at sequencing, but the order or the relationship among ideas is frequently unclear.

• a missing or extremely undeveloped beginning, body, and/or ending.

• a lack of transitions, or when present, ineffective or overused.

• a lack of an effective organizational structure.

• details that seem to be randomly placed, leaving the reader frequently confused.

1

The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader

remains confused. The writing is characterized by

• a lack of effective sequencing.

• a failure to provide an identifiable beginning, body and/or ending.

• a lack of transitions.

• pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly.

• a lack of organization which ultimately obscures or distorts the main point.




Trait #3: Voice

Criteria per Level

6

The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply

committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive,

engaging, or sincere. The writing is characterized by

• an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice, while an expository piece may require extensive use of outside resources and a more academic

voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater

distance.).

• an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to

communicate the message most effectively. The reader may discern the writer behind the words and feel a

sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

5

The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to

the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The


• an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong

personal voice while an expository piece may require extensive use of outside resources and a more academic

voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater

distance.).

• a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the

message most effectively. The reader may discern the writer behind the words and feel a sense of interaction.

• a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness,

honesty, conviction, excitement, humor, or suspense.

4

A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to

be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by

• a questionable or inconsistent level of closeness to or distance from the audience.

• a sense of audience; the writer seems to be aware of the reader but has not consistently employed an

appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in

places.

• liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately

casual or personal, or inappropriately formal and stiff.

3

The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however,

the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by

• a limited sense of audience; the writer’s awareness of the reader is unclear.

• an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two

later and the writing become somewhat mechanical.

• a limited ability to shift to a more objective voice when necessary.

2

The writing provides little sense of involvement or commitment. There is no evidence that the writer has

chosen a suitable voice. The writing is characterized by

• little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical.

• a voice that is likely to be overly informal and personal.

• a lack of audience awareness; there is little sense of "writing to be read."

• little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and

writer.

1

The writing seems to lack a sense of involvement or commitment. The writing is characterized by

• no engagement of the writer; the writing is flat and lifeless.

• a lack of audience awareness; there is no sense of “writing to be read.”

• no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing

does not involve or engage the reader.


https://www.ade.state.az.us/standards/6traits


Trait #4: Word Choice

Criteria per Level

6

Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to

audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen

and thoughtfully placed for impact. The writing is characterized by

• accurate, strong, specific words; powerful words energize the writing.

• fresh, original expression; slang, if used, seems purposeful and is effective.

• vocabulary that is striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke strong images; figurative language may be used.

5

Words convey the intended message in an interesting, precise, and natural way appropriate to audience and

purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully

placed for impact. The writing is characterized by

• accurate, specific words; word choices energize the writing.

• fresh, vivid expression; slang, if used, seems purposeful and is effective.

• vocabulary that may be striking and varied, but that is natural and not overdone.

• ordinary words used in an unusual way.

• words that evoke clear images; figurative language may be used

4

Words effectively convey the intended message. The writer employs a variety of words that are functional

and appropriate to audience and purpose. The writing is characterized by

• words that work but do not particularly energize the writing.

• expression that is functional; however, slang, if used, does not seem purposeful and is not particularly

effective.

• attempts at colorful language that may occasionally seem overdone.

• occasional overuse of technical language or jargon.

• rare experiments with language; however, the writing may have some fine moments and generally avoids

clichés.

3

Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and

purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled

with familiar words and phrases. The writing is characterized by

• words that work, but that rarely capture the reader’s interest.

• expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective.

• attempts at colorful language that seem overdone or forced.

• words that are accurate for the most part, although misused words may occasionally appear, technical

language or jargon may be overused or inappropriately used.

• reliance on clichés and overused expressions.

2

Language is monotonous and/or misused, detracting from the meaning and impact. The writing is

characterized by

• words that are colorless, flat or imprecise.

• monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the

message.

• images that are fuzzy or absent altogether.

1

The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is

obscured. Only the most general kind of message is communicated because of vague or imprecise language.

The writing is characterized by

• general, vague words that fail to communicate.

• an extremely limited range of words.

• words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.




Trait #5: Sentence Fluency

Criteria per Level

6

The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with

consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is

characterized by

• a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next.

• extensive variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships

among ideas.

• varied sentence patterns that create an effective combination of power and grace.

• strong control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used, sounds natural.

5

The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure

that makes expressive oral reading easy and enjoyable. The writing is characterized by

• a natural, fluent sound; it glides along with one sentence flowing into the next.

• variation in sentence structure, length, and beginnings that add interest to the text.

• sentence structure that enhances meaning.

• control over sentence structure; fragments, if used at all, work well.

• stylistic control; dialogue, if used sounds natural.

4

The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence

patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by

• a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and

grace.

• some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from

overall impact.

• strong control over simple sentence structures, but variable control over more complex sentences;

fragments, if present, are usually effective.

• occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times

sound stilted or unnatural.

3

The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader

to slow down or reread. The writing is characterized by

• some passages that invite fluid oral reading; however, others do not.

• some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence

patterns.

• good control over simple sentence structures, but little control over more complex sentences; fragments, if

present, may not be effective.

• sentences which, although functional, lack energy.

• lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.

2

The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow

down or reread. The writing is characterized by

• significant portions of the text that are difficult to follow or read aloud.

• sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object).

• a significant number of awkward, choppy, or rambling constructions.

1

The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very

awkward. The writing is characterized by

• text that does not invite—and may not even permit—smooth oral reading.

• confusing word order that is often jarring and irregular.

• sentence structure that frequently obscures meaning.

• sentences that are disjointed, confusing, or rambling.




Trait #6: Conventions

Criteria per Level

6

The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling,

capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors

are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The


• strong control of conventions; manipulation of conventions may occur for stylistic effect.

• strong, effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little or no need for editing.

5

The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling,

capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors

are so few and so minor that they do not impede readability. The writing is characterized by

• strong control of conventions.

• effective use of punctuation that guides the reader through the text.

• correct spelling, even of more difficult words.

• paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor.

• correct grammar and usage that contribute to clarity and style.

• skill in using a wide range of conventions in a sufficiently long and complex piece.

• little need for editing.

4

The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization,

paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The


• control over conventions used, although a wide range is not demonstrated.

• correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect.

• spelling that is usually correct, especially on common words.

• basically sound paragraph breaks that reinforce the organizational structure.

• correct capitalization; errors, if any, are minor.

• occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse

the reader.

• moderate need for editing.

3

The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling,

capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is

characterized by

• some control over basic conventions; the text may be too simple to reveal mastery.

• end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors.

• spelling errors that distract the reader; misspelling of common words occurs.

• paragraphs that sometimes run together or begin at ineffective places.

• capitalization errors.

• errors in grammar and usage that do not block meaning but do distract the reader.

• significant need for editing.

2

The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede

readability. The writing is characterized by

• little control over basic conventions.

• many end-of-sentence punctuation errors; internal punctuation contains frequent errors.

• spelling errors that frequently distract the reader; misspelling of common words often occurs.

• paragraphs that often run together or begin in ineffective places.

• capitalization that is inconsistent or often incorrect.

• errors in grammar and usage that interfere with readability and meaning.

• substantial need for editing.


1

Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text

difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult

to focus on the message and must reread for meaning. The writing is characterized by

• very limited skill in using conventions.

• basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect.

• frequent spelling errors that significantly impair readability.

• paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the

organization of the text.

• capitalization that appears to be random.

• a need for extensive editing.




APÉNDICE C/APPENDIX C

INFORMACIÓN ACERCA DEL LABORATORIO DE

IDIOMAS Y EL E-LAB

LANGUAGE LAB AND E-LAB INFORMATION


Información acerca del laboratorio de idiomas y el E-Lab

El laboratorio de idiomas y el E-Lab están diseñados para ayudar a los estudiantes a desarrollar

sus habilidades lingüísticas en inglés y en español y a lograr los objetivos de aprendizaje a lo

largo de su carrera. Ambos cuentan con una amplia variedad de ejercicios visuales y auditivos en

línea, recursos de investigación y actividades de escritura guiada, que les permiten a los

estudiantes mejorar sus habilidades de comprensión auditiva y de lectura, pronunciación,

desarrollo de vocabulario, gramática y escritura.

El laboratorio de idiomas también ofrece un paquete de 140 páginas web de English for Speakers

of Other Languages (ESOL, por sus siglas en inglés: Inglés para hablantes de otros idiomas)

seleccionadas cuidadosamente, así como otras páginas web en español con el fin de satisfacer las

necesidades de los estudiantes. En adición, el laboratorio de idiomas y el E-Lab cuentan con

otros programas informáticos para el aprendizaje del idioma y del contenido académico, tales

como Tell Me More, NetTutor y Wimba Voice.

Tell Me More es un sistema eficaz para el aprendizaje de inglés y español, que les permite a los

estudiantes reforzar sus destrezas y además cumplir con las horas de laboratorio requeridas en

sus clases. Para poder usar este programa, los estudiantes necesitan tener Internet, el navegador

Internet Explorer y acceso a la plataforma Blackboard.

El sistema inicialmente evaluará el nivel de conocimiento de los estudiantes y creará un

programa de aprendizaje adaptado a las especificidades de lenguaje de cada uno, lo que permitirá

medir el progreso individual. Los estudiantes podrán mejorar su pronunciación, gramática y

destrezas auditivas desde el nivel de principiante hasta el nivel avanzado con dos perfiles

diferentes: lenguaje de comunicación y lenguaje de negocios.

NetTutor es un servicio de tutoría en línea, que cuenta con tutoría en vivo para materias

cuánticas y de computación (tiene horarios fijos). En los cursos en los que no se ofrece tutoría en

vivo, los estudiantes pueden publicar sus dudas, que les serán contestadas en un lapso de 72

horas. El sistema también cuenta con un banco de preguntas y respuestas frecuentes disponible

las 24 horas del día, los 7 días de la semana. NetTutor se puede acceder remotamente siempre

que exista conexión a Internet. Este servicio ofrece tutorías en las siguientes materias:

Inglés (disponible para todos los cursos)

Español (disponible para todos los cursos)

Estadística (el estudiante debe estar matriculado en el curso)

Matemáticas (el estudiante debe estar matriculado en el curso)

Contabilidad (el estudiante debe estar matriculado en el curso)

Sistemas de información computarizada (el estudiante debe estar matriculado en el

curso).


Wimba Voice es una herramienta electrónica que promueve el uso de la voz en línea durante el

desarrollo del material académico y permite a su vez la interacción entre los estudiantes y el

facilitador. Los estudiantes usarán Wimba Voice para participar en los foros de discusión oral en

línea, preparar presentaciones orales, enviar mensajes de voz y cumplir con otras asignaciones.

El programa cuenta con 5 funciones:

Voice Authoring: permite grabar y escuchar contenido oral en páginas web.

Voice Discussion Board: permite publicar y escuchar mensajes orales en un foro de

discusión en línea.

Voice Presentation: permite presentar contenido de páginas web con mensajes de voz.

Voice E-mail: permite enviar correos electrónicos con mensajes de voz.

Voice Podcaster: permite crear y distribuir mensajes orales a los participantes.


Language Lab and E-Lab Information

The Language Lab and E-Lab are designed to help students strengthen their linguistic skills in

English and Spanish and to fulfill the content objectives of the course. Both labs count with a

wide variety of visual and auditory on-line exercises, Internet-based research, and guided writing

activities, that allow students to improve their skills in listening and reading comprehension,

pronunciation, vocabulary building, grammar, and writing.

The Language Lab also includes a package of 140 carefully selected English for Speakers of

Other Languages (ESOL) Web sites, as well as other Spanish Web pages to meet the students’

needs. Additionally, the Language Lab and E-Lab have other software to boost language and

academic content learning such as Tell Me More, NetTutor, and Wimba Voice.

Tell Me More is an effective system for English and Spanish learning that allows students to

strengthen their skills and fulfill the Language Lab hours required in each class. Students must

have Internet connection, Internet Explorer browser, and access to Blackboard to be able to use

this program.

The system will initially assess students’ knowledge and create a learning path specifically

tailored to each student’s needs, thus allowing facilitators to measure every student’s progress.

Students will be able to improve pronunciation, grammar and listening skills from beginner to

advanced levels with two different profiles: everyday language and business oriented language.

NetTutor is an online tutoring service, which provides live tutoring for numerical and computer

classes (scheduled hours apply). For those classes which do not have live tutoring, students can

post questions and they will be answered within 72 hours. The system also has a “Frequently

Asked Questions” section available 24/7. NetTutor can be accessed remotely with an Internet

connection. This service offers tutoring for the following subjects:

English (available for all courses)

Spanish (available for all courses)

Statistics (student must be enrolled in the course)

Mathematics (student must be enrolled in the course)

Accounting (student must be enrolled in the course)

Computer Information Systems (student must be enrolled in the course)


Wimba Voice is an electronic tool that promotes the use of voice online during the development

of the academic content, and allows students/facilitator interaction. Students will use Wimba

Voice to create voice posts for discussion boards, prepare voice presentations, send voice e-

mails, and for other assignments. The Wimba Voice program has 5 functions:

Voice Authoring: allows recording and listening to voice content on a webpage.

Voice Discussion Board: allows posting and listening to voice messages within

discussion boards.

Voice Presentation: allows presenting web content alongside voice messages.

Voice E-mail: allows sending voice messages via e-mail.

Voice Podcaster: allows creating and distributing voice messages to participants.


APPENDIX D

LANGUAGE LAB/E-LAB DOCUMENTATION

Each student will complete this form and give it to the facilitator to be included as part of the

assessment criteria for the class. Students will receive one (1) point for every hour spent in the

Language Lab/E-Lab for a total of up to four (4) points per workshop for the completion of the

exercises recommended.

Ana G. Méndez University System

Language Lab/E-Lab

Attendance Log

Student’s Name: ______________________________________________________ Student’s ID Number: _____________________ Course Requiring Lab Hours (e.g. ENGL 050, MANA 501 ___________________ Facilitator’s Name: ____________________________________________________ Semester: ___________________ PT: _____________________


CONTINUATION OF APPENDIX D

Language Lab/E-Lab Documentation

Each student should complete this form and submit it weekly to the facilitator as part of the class

evaluation.

Points: _____

AREAS OF

IMPROVEMENT

AND/OR

SUGGESTED BY

FACILITATOR

DATE ELECTRONIC

RESOURCES

USED AND

TASKS

COMPLETED

AGM

CLASSROOM

LAB. (L)

OFF-CAMPUS

PRACTICE (O)

STAFF/FACULTY

SIGNATURE

Tell Me More

NetTutor


Wimba Voice

Internet-Based

Research

(Virtual

Library)

English

and/or

Spanish

Websites

Activities

Total number of hours: _______


APÉNDICE E

MATRIZ VALORATIVA PARA EVALUAR PARTICIPACIÓN EN CLASE

Nombre del estudiante: ________________________ Fecha: ___________________

Taller: __________________

0 – NO CUMPLIÓ 1 - DEFICIENTE 2 - PROMEDIO 3 - BUENO 4 – MUY BUENO

5 - EXCELENTE

Escriba una “X”en el cuadrado que corresponde a cada criterio. Suma los números hacia

abajo y al lado y divida entre 5 para obtener el promedio (10 puntos por taller).

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 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 los compañeros.

LENGUAJE

8. Contribuye frecuentemente a las

discusiones en clase utilizando el

idioma del taller.

9. Contesta preguntas del facilitador y los

compañeros utilizando el idioma del

taller correctamente.

10. Formula preguntas pertinentes al tema

de la clase utilizando el idioma del

taller.

Totales

(70% para contenido y 30% para

lenguaje)

Total

______

Promedio


Comentarios

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

Firma del facilitador: ____________________________________


APPENDIX E

RUBRIC TO EVALUATE CLASS PARTICIPATION

Student’s name: ________________________ Date: ________________________

Workshop: ____________________________

0 - NOT EVIDENT 1 - POOR 2 - AVERAGE 3 - GOOD 4 - VERY GOOD

5 - EXCELLENT

Write an “X” in the box that applies for each criterion. Add the numbers down and across

to obtain the total. Divide by five (5) to obtain the average (10 points per workshop).

CRITERIA 0 1 2 3 4 5

1. Participates actively in class

discussions.

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 empathy

towards contributions from classmates.

7. Respects questions and expositions from

classmates.

LANGUAGE

8. Contributes frequently to class

discussions using the language of the

workshop correctly.

9. Answers questions made by the

facilitator and classmates using the

language of the workshop correctly.

10. Formulates questions pertinent to the

class topic using the language of the

workshop correctly.

Totals

(70% for content and 30% for language)

Total

______

Average


Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________

Facilitator’s signature: _________________________________


APPENDIX F

RUBRIC TO EVALUATE INDIVIDUAL/GROUP ORAL PRESENTATION

Student’s name: _______________________________ Date: ___________________

Topic: ______________________________ Workshop: _______________________

Write the score received for each criterion in the SCORE column. Add the student’s scores

down to obtain the total out of 100.

Criteria Value Points Score

Content

Presents an effective introduction to the

theme identifying the objectives, ideas

and principles that are included in the

presentation; demonstration, modeling,

and/or role playing projects the concept(s)

in a comprehensible manner, if applicable.

10

Presentation is organized and coherent,

and can be easily followed.

10

Demonstrates mastery of the theme or

subject by means of properly explaining

or demonstrating content without

incurring in errors.

10

Ideas and arguments of the presentation

are well-supported by the resources

presented, consulted or discussed in class.

10

Captures the attention and interest of the

audience and/or promotes their

participation, as applicable.

10

Demonstrates effective personal

projection, corporal posture, and

management of audience.

10

Uses a variety of speaking strategies to

define concepts; interprets, applies and

evaluates processes using experience of

concepts or content of class; uses

technology properly and effectively, if

applicable, during the presentation.

10

Language

Demonstrates linguistic skills in the

language of the workshop, including

vocabulary, syntax and flow of ideas;

10


applies academic vocabulary effectively

to convey the message.

Uses appropriate pronunciation and

intonation and projects his/her voice

effectively.

10

Uses appropriate and correct grammar. 10

Total

(70% for content and 30% for

language)

Total : _______

Comments:

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Facilitator’s signature: _________________________________


APPENDIX G

RUBRIC TO EVALUATE CRITICAL ESSAY

Student’s name: _________________________________________________________

Date: _____________________________ Topic: _____________________________

Add the student’s scores down and across to obtain the total out of fifty points.

Criteria 5

Excellent

4

Very Good

3

Satisfactory

2

Unsatisfactory

1

Poor

Content

Purpose: Writer's

central purpose or

argument is readily

apparent to the reader.

Content: Presentation

of relevant and

legitimate information

clearly supports a

central purpose or

argument and shows a

thoughtful, in-depth

analysis of a

significant topic;

reader gains important

insights.

Organization: Ideas

are arranged logically

to support the purpose

or argument; they flow

smoothly from one to

another and are clearly

linked to each other.

Reader can easily

follow the line of

reasoning.

Feeling: Writing is

compelling; it hooks

the reader and sustains

interest throughout.

Critical Thinking:

Critiques context of

the scholarly discourse

in terms of the


student’s assumptions.

Integrates different

disciplinary and

epistemological ways

of knowing and

includes evidence of

reflection and self-

assessment.

Draws conclusions

based on research-

based facts.

Demonstrates a

comprehensive grasp

of significant ideas to

reach a higher level of

understanding in an

organized manner.

Language

Demonstrates a

command of the

language of the

workshop, including

academic vocabulary,

syntax and flow of

ideas.

Uses spelling,

punctuation, and APA

style correctly.

Uses a level of

formality of language

that is appropriate for

the nature of the

document.

Totals

(70% for content and

30% for language)

Total

________

Facilitator’s signature: ______________________________________

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