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Sistema Universitario Ana G. Méndez
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
SOSC 228
RELACIONES INTERPERSONALES INTERPERSONAL RELATIONS
© Sistema Universitario Ana G. Méndez, 2010
Derechos Reservados.
© Ana G. Méndez University System, 2010. All rights reserved
SOSC 228 Interpersonal Relations 2
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUIA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 16
WORKSHOP ONE ....................................................................................................................... 27
TALLER DOS .............................................................................................................................. 31
WORKSHOP THREE .................................................................................................................. 35
TALLER CUATRO ...................................................................................................................... 39
WORKSHOP FIVE/TALLER CINCO ........................................................................................ 43
ANEJO A/APPENDIX A ............................................................................................................. 49
ANEJO B/APPENDIX B .............................................................................................................. 50
ANEJO C/APPENDIX C .............................................................................................................. 51
ANEJO D/APPENDIX D ............................................................................................................. 52
ANEJO E/APPENDIX E .............................................................................................................. 53
ANEJO F/APPENDIX F............................................................................................................... 54
ANEJO G/APPENDIX G ............................................................................................................. 56
ANEJO H/APPENDIX H ............................................................................................................. 58
ANEJO I / APPENDIX I ............................................................................................................. 60
ANEJO J/APPENDIX J ................................................................................................................ 62
ANEJO K /APPENDIX K .......................................................................................................... 63
SOSC 228 Interpersonal Relations 3
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
ANEJO L /APPENDIX L ............................................................................................................. 64
ANEJO M /APPENDIX M ........................................................................................................... 65
ANEJO N /APPENDIX N ............................................................................................................ 67
ANEJO O /APPENDIX O ............................................................................................................ 68
ANEJO P /APPENDIX P ............................................................................................................. 69
ANEJO Q/APPENDIX Q ............................................................................................................. 70
ANEJO R/APPENDIX R .............................................................................................................. 71
ANEJO S/APPENDIX S............................................................................................................... 72
ANEJO T/APPENDIX T .............................................................................................................. 76
ANEJO U /APPENDIX U ............................................................................................................ 78
SOSC 228 Interpersonal Relations 4
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
GUIA DE ESTUDIO
Título del Curso: Relaciones Interpersonales
Codificación: SOSC 228
Duración: Cinco semanas
Prerrequisito: Ninguno
Descripción:
Estudio filosófico-teórico de las relaciones humanas e interpersonales desde la perspectiva de la
conducta. Análisis y evaluación crítica sobre la conducta humana a partir del individuo y
culminando en su relación con los demás. Énfasis en las destrezas de motivación, manejo de
conflictos, toma de decisiones, solución de problemas y la reflexión ética, entre otros. El curso se
desarrolla a partir del análisis de casos, investigaciones, ejercicios reflexivos, dinámicas de
grupos y trabajos en equipo. Se promoverá el uso responsable de la tecnología.
Objetivos Generales:
Al finalizar el curso, el estudiante:
1. Conocerá conceptos teóricos relacionados a las relaciones interpersonales y la dinámica
que estas envuelven.
2. Comprenderá las distintas teorías de grupos que sirven como base y fundamento al
desarrollo de relaciones interpersonales con la familia, amigos, el vecindario, los
compañeros de escuela y trabajo, los compañeros miembros de organizaciones cívicas,
profesionales, religiosas, deportivas, entre otras.
3. Valorizará la importancia que tienen las relaciones interpersonales en el mantenimiento
de una vida saludable y el desarrollo de un ser humano integral.
SOSC 228 Interpersonal Relations 5
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
4. Evaluará el desarrollo de relaciones interpersonales dentro de un grupo a la luz de las
diversas teorías de grupos que surgen de la literatura.
5. Adquirirá conocimiento empírico sobre la dinámica de los grupos, percepción,
comunicación, membrecía, normas, liderato y poder en los grupos.
6. Desarrollará una actitud crítica frente a las diferentes teorías que se ofrecen en el curso.
7. Analizará las teorías que explican la relación que existe entre las necesidades y
expectativas del individuo y el desarrollo de relaciones interpersonales.
8. Desarrollará y demostrará habilidades en la comunicación verbal y no verbal que
contribuyan al desarrollo de relaciones interpersonales saludables.
9. Identificará distintas técnicas para el manejo y prevención de conflictos interpersonales.
10. Desarrollará capacidades que fomenten el trabajo en equipo, la consecución de metas y la
comunicación efectiva entre miembros de un grupo.
11. Evaluará situaciones prácticas de relaciones interpersonales en la familia, el trabajo, la
escuela o en la vida diaria con el fin de identificar posibles problemas de interacción
interpersonal y medidas para resolver estos problemas.
12. Valorará el proceso que lleva el desarrollo de una identidad personal para, desde adentro,
generar una imagen que se proyecto positivamente y que fomente relaciones
interpersonales positivas con los que nos rodean.
13. Auto evaluará una conducta personal con el fin de integrar el conocimiento teórico sobre
las relaciones interpersonales con la experiencia práctica de cada estudiante.
SOSC 228 Interpersonal Relations 6
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
Evaluación
Criterios Puntuación Porciento
Asistencia y Participación 20 10%
Pruebas cortas 20 10%
Asignación Escrita 20 10%
Estudios de investigación 20 10%
Poster
20 10%
Portafolio 20 10%
Presentación Oral 20 10%
Ensayo 20 10%
Monografía 20 10%
Horas de laboratorio 20 10%
Total 200 puntos 100%
Descripción de la evaluación
Asistencia y Participación: Todo estudiante debe asistir a clases preparado para discutir los
temas del día. Además, deberá participar activamente en todas las actividades de la clase. La
asistencia y la participación tienen un valor de 20 puntos del total de la nota final (Ver Anejo T).
Pruebas Cortas: Durante los talleres dos y cuatro los estudiantes divididos en grupo elaborarán
una prueba sobre los temas del día. Los grupos intercambiarán las pruebas y cada grupo
responderá en equipo una prueba elaborada por otro grupo. Las pruebas cortas tienen un valor de
20 puntos del total de la nota final.
SOSC 228 Interpersonal Relations 7
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
Asignación Escrita: Cada estudiante observará y analizará las relaciones interpersonales en el
trabajo, en la familia y en la escuela. El propósito de las observaciones es identificar los posibles
problemas o conflictos de relaciones y establecer cómo usted solucionará estos conflictos
utilizando las habilidades interpersonales. La asignación escrita se completará durante el taller
cinco en ingles y debe tener un total de tres páginas y seguir las reglas establecidas por el Manual
de APA (Ver tabla en el Anejo Q).
La asignación escrita tiene un valor de 20 puntos de la nota final de la clase.
Estudios de Investigación: Durante los cinco talleres cada estudiante escribirá un resumen de
una página sobre un estudio de investigación en el área de relaciones interpersonales. El resumen
debe ser escrito de acuerdo al idioma del taller. El resumen se entregará al facilitador y debe
seguir las reglas establecidas por APA. Cada estudio de investigación tendrá un valor de 4 puntos
para la nota final. Los estudiantes presentaran el resumen escrito en la clase por medio de un
informe oral (Ver Anejos S y U).
Poster: Durante el taller cinco cada estudiante va a tener la tarea de diseñar un poster en Ingles
que evidencie un aspecto del estudio filosófico de las relaciones interpersonales (motivación,
conflicto, proceso de decisiones, solución de problemas y la reflexión ética). El poster debe ser
visual y cada estudiante va a presentarlo en la clase y tendrá un valor total de 20 puntos de la
nota final (Ver Anejo D).
Presentación Oral: Cada estudiante presentará en español las observaciones de las relaciones
interpersonales durante el taller cinco. La presentación oral debe ser de forma interactiva,
original y con el uso de la tecnología (Ver Anejo G). Cada presentación oral tendrá un valor de
20 puntos de la nota final.
SOSC 228 Interpersonal Relations 8
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
Ensayo: Durante el taller cuatro cada estudiante tiene la tarea de escribir un ensayo de dos
páginas en español sobre el manejo del conflicto de forma adecuada. El ensayo debe seguir las
reglas de escritura establecidas por APA (Ver Anejo H).
Monografía: Cada estudiante tiene la tarea de escribir durante el taller tres una monografía en
ingles de tres páginas sobre el liderazgo efectivo. La monografía debe constar de las siguientes
partes: Introducción, Marco Teórico, Conclusión y Referencias. Además, deberá seguir las reglas
de escritura establecidas por APA (Ver Anejo B).
Laboratorio de Lenguaje: Cada estudiante es responsable de asistir por lo menos cinco horas a
la semana al laboratorio de lenguaje para practicar el idioma de cada taller. Se requiere que cada
estudiante demuestre evidencia al facilitador de su asistencia al laboratorio.
Además, cada asistencia al laboratorio tiene un valor de cuatro puntos de la nota final.
Portafolio: Cada estudiante es responsable de completar un portafolio durante las cinco semanas
del taller que incluya todos los trabajos asignados; presentaciones orales, investigaciones,
ensayos, poster, trabajo escrito, estudios de investigación y los siguientes Anejos: I, J,K, L, M.
N, O y P. El Portafolio tiene un valor de 20 puntos de la nota final.
Texto
Andersen M. L. & Taylor H. (2008) Sociology Understanding a Diverse Society (4th ed)
California, Thomson, ISBN: 13 978-0-495-00742-5.
Baron R., A. & Byrne D. (2005) Psicología Social (10 edición) Madrid, España,
Prentice Hall, ISBN: 84-205-4332-2.
Dubrin A. J. (2005) Human Relations Career and Personal Success (7th ed) Upper Saddle
River, New Jersey, ISBN:0-13-119062-8.
SOSC 228 Interpersonal Relations 9
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
McCroskey J.C. & Hickson M. (2007). Nonverbal Behavior in Interpersonal Relations
(6th ed) USA, Allyn & Bacon Publisher, ISBN: 020548669X
Myers D.G. ( 2002) Social Psychology (7th ed) New York, McGraw Hill Higher
Education, ISBN: 0-07-241387-5.
Recursos Electrónico
DiBrin A. (2011) Human Relations for Career and Personal Success: Concepts, Applications and
Skills. ( 9th ed), Prentice Hall, p. 576 ISBN 100-13-506643
Dwyer D. ( 2000) Interpersonal Relationships Routledge Modular Psychology.
Publication London, Philadelphia, Routledge.
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion Model®” del
Sistema Universitario Ana G. Méndez, el mismo está diseñado para promover el
desarrollo de cada estudiante como un profesional bilingüe. Cada taller será facilitado
en inglés y español, utilizando el modelo 50/50. Esto significa que cada taller deberá ser
conducido enteramente en el lenguaje especificado. Los lenguajes serán alternados en
cada taller para asegurar que el curso se ofrece 50% en inglés y 50% en español. Para
mantener un balance, el módulo debe especificar que se utilizarán ambos idiomas en el
quinto taller, dividiendo el tiempo y las actividades equitativamente entre ambos idiomas.
Si un estudiante tiene dificultad en hacer una pregunta en el idioma especificado, bien
puede escoger el idioma de preferencia para hacer la pregunta. Sin embargo, el facilitador
deberá contestar la misma en el idioma designado para ese taller. Esto deberá ser una
excepción a las reglas pues es importante que los estudiantes utilicen el idioma
SOSC 228 Interpersonal Relations 10
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
designado. Esto no aplica a los cursos de lenguaje que deben ser desarrollados en el
idioma propio todo en inglés o todo en español según aplique.
2. El curso es conducido en formato acelerado, eso requiere que los estudiantes se preparen
antes de cada taller de acuerdo al módulo. Cada taller requiere un promedio de diez (10)
horas de preparación y en ocasiones requiere más.
3. La asistencia a todos los talleres es obligatoria. El estudiante que se ausente al taller
deberá presentar una excusa razonable al facilitador. El facilitador evaluará si la
ausencia es justificada y decidirá como el estudiante repondrá el trabajo perdido, de ser
necesario. El facilitador decidirá uno de los siguientes: permitirle al estudiante reponer el
trabajo o asignarle trabajo adicional en adición al trabajo a ser repuesto.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha asignada. El
facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las siguientes
opciones:
a. Si es a dos talleres, el facilitador reducirá una nota por debajo basado en la
nota existente.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la nota a dos
por debajo de la nota existente.
5. La asistencia y participación en clase de actividades y presentaciones orales es
extremadamente importante pues no se pueden reponer. Si el estudiante provee una
excusa válida y verificable, el facilitador determinará una actividad equivalente a evaluar
que sustituya la misma. Esta actividad deberá incluir el mismo contenido y componentes
del lenguaje como la presentación oral o actividad a ser repuesta.
SOSC 228 Interpersonal Relations 11
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
6. En actividades de grupo, el grupo será evaluado por su trabajo final. Sin embargo, cada
miembro de grupo deberá participar y cooperar para lograr un trabajo de excelencia, pero
recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no plagiado. Se
debe entender que todo trabajo sometido esta citado apropiadamente o parafraseado y
citado dando atención al autor. Todo estudiante debe ser el autor de su propio trabajo.
Todo trabajo que sea plagiado, copiado o presente trazos de otro será calificado con cero.
El servicio de SafeAssign TM
de Blackboard será utilizado por los facilitadores para
verificar la autoría de los trabajos escritos de los estudiantes. Es responsabilidad del
estudiante el leer la política de plagio de su universidad. Si usted es estudiante de UT,
deberá leer la Sección 11.1 del Manual del Estudiante. Si es estudiante de UMET y UT,
refiérase al Capítulo 13, secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto implica que
TODOS los trabajos tienen que ser originales y que de toda referencia utilizada deberá
indicarse la fuente, bien sea mediante citas o bibliografía. No se tolerará el plagio y, en
caso de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes deben
observar aquellas prácticas dirigidas a evitar incurrir en el plagio de documentos y
trabajos.
8. Si el facilitador hace cambios al módulo o guía de estudio, deberá discutirlos y entregar
copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo su
correo electrónico, teléfonos, y el horario disponibles.
SOSC 228 Interpersonal Relations 12
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una necesidad,
deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el salón de
clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y comportamiento que
rigen al SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el módulo,
no se limite a ellas. Existen otros motores de búsqueda y sitios Web que podrá utilizar para la
búsqueda de la información deseada. Entre ellas están:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Estos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
SOSC 228 Interpersonal Relations 13
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
El/la facilitador(a) puede realizar cambios a las direcciones electrónicas y/o añadir algunas de ser
necesario.
Nota: Del facilitador o el estudiante requerir o desear una investigación o la administración de
cuestionarios o entrevistas, deben referirse a las normas y procedimientos de la Oficina de
Cumplimiento y solicitar su autorización. Para acceder a los formularios de la Oficina de
Cumplimiento pueden visitar este enlace
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios que necesite.
Además de los formularios el estudiante/facilitador puede encontrar las instrucciones para la
certificación en línea. Estas certificaciones incluyen: IRB Institutional Review Board, Health
Information Portability Accounting Act (HIPAA), y Responsibility Conduct for Research Act
(RCR).
De tener alguna duda, favor de comunicarse con la Coordinadoras Institucionales o a la Oficina
de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
SOSC 228 Interpersonal Relations 14
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
Filosofía y Metodología Educativa
Este curso está basado en la teoría educativa del Constructivismo. Constructivismo es
una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a través de
nuestras experiencias, podemos construir nuestro propio conocimiento sobre el mundo en el que
vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales” que
utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder acomodar nuevas experiencias. Como
facilitadores, nuestro enfoque es el mantener una conexión entre los hechos y fomentar un nuevo
entendimiento en los estudiantes. También, intentamos adaptar nuestras estrategias de enseñanza
a las respuestas de nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe comenzar
con situaciones en las cuales los estudiantes estén buscando activamente construir un
significado.
2. Significado requiere comprender todas las partes. Y, las partes deben entenderse en el
contexto del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos
primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los estudiantes utilizan para
percibir el mundo y las presunciones que ellos hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio significado, no sólo
memorizar las contestaciones “correctas” y repetir el significado de otra persona. Como la
SOSC 228 Interpersonal Relations 15
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
educación es intrínsecamente interdisciplinaria, la única forma válida para asegurar el
aprendizaje es hacer del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las múltiples
perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
SOSC 228 Interpersonal Relations 16
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
STUDY GUIDE
Course Title: Interpersonal Relations
Code: SOSC 228
Time Length: Five weeks
Prerequisite: None
Description:
The theoretical and philosophical study of the human and interpersonal relations based on a
behavior perspective. It is the analysis and critical evaluation of the human behavior on the
individual and his or her relation with others. The course emphasizes the motivation skills
dealing with conflict, decision process, problem solution, and ethical reflection. The course is
going to be developed with case analysis, research, reflexive exercises, group activities, and
group/team work. The safe use of the technology is going to be promoted.
General Objectives:
At the end of the course the student will:
1. Learn concepts related to interpersonal relations and their dynamics.
2. Comprehend the different group theories that serve as a foundation to the development of
the interpersonal relations with the family, friends, neighbors, school peers, coworkers,
civic organizational members, professionals, religious leaders, and sports figures.
3. Provide great value to the development of interpersonal relations and its influence in the
maintenance of a healthy life and the development of an integral human being.
4. Evaluate the development of interpersonal relations using a theory group perspective.
5. Will obtain empirical knowledge about group dynamics, perception, communication,
membership, norms, leadership, and group power.
6. Develop a positive attitude toward the different theories presented in the course.
7. Analyze the different theories that will explain the relationship between the needs and the
expectations of the individual in the development of interpersonal relations.
8. Develop and demonstrate verbal and non verbal communication skills that will contribute
to the development of healthy interpersonal relations.
9. Identify different techniques to prevent and deal with interpersonal conflicts.
SOSC 228 Interpersonal Relations 17
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
10. Develop capabilities that will promote group work, goals achievement and effective
communication among group members.
11. Evaluate practical situations of the interpersonal relations in the family, at work, at
school, and in daily life to identify possible problems of interpersonal relations and the
way to resolve these problems.
12. Value the process that promotes the development of personal identity in order to generate
a positive image that will promote a positive interpersonal relation with the people
around us.
13. Conduct an auto personal evaluation with the purpose of integrating the theoretical
knowledge acquired about interpersonal relations with the practical experience of each
student.
Recommended Texts:
Andersen M. L. & Taylor H. (2008) Sociology Understanding a Diverse Society (4th ed)
California, Thomson, ISBN: 13 978-0-495-00742-5.
Baron R., A. & Byrne D. (2005) Psicología Social (10 edición) Madrid, España,
Prentice Hall, ISBN: 84-205-4332-2.
Dubrin A. J. (2005) Human Relations Career and Personal Success (7th ed) Upper Saddle
River, New Jersey, ISBN:0-13-119062-8.
McCroskey J.C. & Hickson M. (2007). Nonverbal Behavior in Interpersonal Relations
(6th ed) USA, Allyn & Bacon Publisher, ISBN: 020548669X
Myers D.G. ( 2002) Social Psychology (7th ed) New York, McGraw Hill Higher
Education, ISBN: 0-07-241387-5.
Electronic Resources:
DiBrin A. (2011) Human Relations for Career and Personal Success: Concepts, Applications and
Skills. ( 9th ed), Prentice Hall, p. 576 ISBN 100-13-506643
Dwyer D. ( 2000) Interpersonal Relationships Routledge Modular Psychology.
SOSC 228 Interpersonal Relations 18
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Publication London, Philadelphia, Routledge.
Evaluation
Criteria Punctuation Percentage
Attendance & Participation 20 10%
Quiz 20 10%
Written Assignment 20 10%
Research Studies 20 10%
Poster 20 10%
Portfolio 20 10%
Oral Presentation 20 10%
Essay 20 10%
Term paper 20 10%
Language Lab 20 10%
Total 200 pts 100%
Description
1. Attendance & Participation: Each student must attend class and be prepared to discuss the
class topic. In addition, the student must participate actively in all class activities. The
attendance and participation have a 40 points value of the final grade.
2. Quiz: During workshops two and four the students are going to be divided in groups to
elaborate a quiz. The quiz will be about the topics already discussed in class. The groups will
exchange the quiz with another group in order to answer the quiz. . The quizzes will have a
value of 20 points of the final grade.
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3. Written Assignment: Each student will observe and analyze the interpersonal relations at
work, at school, and with the family. The purpose of the observations is to identify the possible
problems or conflicts among the interpersonal relations and mention how you can resolve these
conflicts using the interpersonal skills. The written assignment must be done in English, and it is
due by workshop five and will need to have at least a total of three pages. Students must follow
the APA style (See Appendix Q). The written assignment will have a value of 20 points of the
final grade.
4. Research Studies: During the five workshops, each student is responsible to write a summary
about a research study related to interpersonal relations. The summary must be written according
to the workshop language and must follow the APA written style. Each summary will have a
value of 4 points of the final grade.
5. Poster: During workshop five each student will have the task of designing a poster in English
that will evidence a philosophical aspect of the interpersonal relations (motivation, conflict,
decision process, solution, and ethical reflection). During the workshop, each student will present
the poster in Spanish. The poster will have a value of 20 points of the final grade (See Appendix
D).
6. Oral Presentation: Each student will be conducting a Spanish oral presentation about the
observations gathered from the interpersonal relations. The oral presentation will be done during
workshop five and must be interactive, original, and need to include technology (See Appendix
G). Each presentation will have a value of 20 points.
7. Essay: During workshop four each student will have the task of writing a two pages Spanish
essay about how to manage conflict adequately. The essay must follow the APA style (See
Appendix H).
8. Term Paper: Each student will have the task of writing a term paper in English during
workshop three. The term paper will consist of three pages about effective leadership. The term
paper must include the following parts: introduction, theoric model, conclusion, and references.
Students must follow the APA style (See Appendix B).
9. Language Lab: Each student is responsible to attend at least four hours a week in the
language lab to practice the workshop language. It is necessary that the student provide evidence
to the facilitator that she/he attended the lab during that week.
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10. Portfolio: Each student is responsible of completing a portfolio during the five weeks of the
course. The portfolio must include all the work done such as: term paper, written work, poster,
summary research studies, essay and all work completed in class. In addition, it must include the
following Appendixes: I, J, k, L, M, N, O and P.
Description of course policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a Dual
Language Professional. Workshops will be facilitated in English and Spanish, strictly using
the 50/50 model. This means that each workshop will be conducted entirely in the language
specified. The language used in the workshops will alternate to insure that 50% of the course
will be conducted in English and 50% in Spanish. To maintain this balance, the course
module may specify that both languages will be used during the fifth workshop, dividing that
workshop’s time and activities between the two languages. If students have difficulty with
asking a question in the target language in which the activity is being conducted, students
may choose to use their preferred language for that particular question. However, the
facilitator must answer in the language assigned for that particular day. This should only be
an exception as it is important for students to use the assigned language. The 50/50 model
does not apply to language courses where the delivery of instruction must be conducted in
the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare in
advance for each workshop according to the course module. Each workshop requires an
average ten hours of preparation but could require more.
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3. Attendance at all class sessions is mandatory. A student that is absent to a workshop must
present the facilitator a reasonable excuse. The facilitator will evaluate if the absence is
justified and decide how the student will make up the missing work, if applicable. The
facilitator will decide on the following: allow the student to make up the work, or allow the
student to make up the work and assign extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the assigned
date. The facilitator may decide to adjust the grade given for late assignments and make-up
work.
4. If a student is absent to more than one workshop the facilitator will have the following
options:
a. If a student misses two workshops, the facilitator may lower one grade based on
the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class activities are
extremely important as it is not possible to assure that they can be made up. If the student
provides a valid and verifiable excuse, the facilitator may determine a substitute evaluation
activity if he/she understands that an equivalent activity is possible. This activity must
include the same content and language components as the oral presentation or special activity
that was missed.
6. In cooperative activities the group will be assessed for their final work. However, each
member will have to collaborate to assure the success of the group and the assessment will be
done collectively as well as individually.
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7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted or
paraphrased material must be properly cited, with credit given to its author or publisher. It
should be noted that plagiarized writings are easily detectable and students should not risk
losing credit for material that is clearly not their own. SafeAssignTM
, a Blackboard
plagiarism deterrent service, will be used by the facilitators to verify students’ ownership of
written assignments. It is the student’s responsibility to read the university’s plagiarism
policy. If you are a UT student, read Section 11.1 of the Student Manual, and if you belong
to UMET or UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This means
that ALL papers submitted by the student must be original work and that all references used
will be properly cited or mentioned in the bibliography. Plagiarism will not be tolerated and,
in case of detecting an incidence, the student will obtain a zero in the assignment or activity
and could be referred to the Discipline Committee.
8. If the Facilitator makes changes to the study guide, such changes should be discussed with
and given to students in writing at the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing an email address,
phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have one, it must
be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to the
classrooms.
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12. All students are subject to the policies regarding behavior in the university community
established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do not stop your
investigation. There are many search engines and other links you can use to search for
information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
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http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
The facilitator may make changes or add additional web resources if deemed necessary.
Note: If the facilitator or the student is required or wants to perform a research or needs to
administer a questionnaire or an interview, he/she will need to refer to the norms and procedures
of the Institutional Review Board Office (IRB) and ask for authorization. To access the forms
from the IRB Office or for additional information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this website the student/facilitator will find instructions for several online
certifications related to IRB processes. These certifications include: IRB Institutional Review
Board, Health Information Portability Accounting Act (HIPAA), y Responsibility Conduct for
Research Act (RCR).
If you have any question, please contact the following Institutional Coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
Tel. (787) 257-7373 Ext. 3936
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Teaching Philosophy and Methodology
This course is grounded in the learning theory of Constructivism. Constructivism is a
philosophy of learning founded on the premise that, by reflecting on our experiences, we
construct our own understanding of the world in which we live.
Each of us generates our own “rules” and “mental models,” which we use to make sense of
our experiences. Learning, therefore, is simply the process of adjusting our mental models to
accommodate new experiences. As teachers, our focus is on making connections between facts
and fostering new understanding in students. We will also attempt to tailor our teaching
strategies to student responses and encourage students to analyze, interpret and predict
information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues around which
students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be understood in the
context of wholes. Therefore, the learning process focuses on primary concepts, not isolated
facts.
3. In order to teach well, we must understand the mental models that students use to perceive
the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning, not just
memorize the "right" answers and regurgitate someone else's meaning. Since education is
inherently interdisciplinary, the only valuable way to measure learning is to make the
assessment part of the learning process, ensuring it provides students with information on the
quality of their learning.
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5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple perspectives of the
world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One
Specific Objectives:
1. Evaluate the interpersonal relations according to the theories and literature studied.
2. Apply the knowledge related to the group dynamics, communications, the members, the
norms, leadership and the conflict.
3. Develop the verbal and non verbal communication skills to promote the development of
healthy interpersonal relations.
4. Analyze the interpersonal relations in the family, at work, at school and in daily life in order
to identify the possible problems related to interpersonal problems and how to solve them.
Language Objectives:
1. The students will be able to read passages, paragraphs and complete assignments using
correct vocabulary and pronunciation in English.
2. The students will be writing sentences, paragraphs, and complete pages with correct grammar
and punctuation using English as the language of communication.
3. The students will listen to different oral presentations effectively in English.
Electronic Links (URLs):
Interpersonal Relations
http://www.businessdictionary.com/definition/Fundamental-Interpersonal-Relations-Orientation-
FIRO.html
Verbal Communication
http://www.ehow.com/about_5379632_characteristics-verbal-communication.html
http://cobweb2.louisville.edu/faculty/regbruce/bruce//mgmtwebs/commun_f98/Verbal.htm
http://www.verbalcommunications.com/
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Characteristics of Verbal and Non Verbal Communication
http://www.ehow.com/about_5422563_characteristics-verbal-amp-nonverbal-
communication.html
Interpersonal Relations at Work
http://www.uwsp.edu/education/wkirby/ntrprsnl/work.htm
http://www.buzzle.com/articles/interpersonal-relationships-at-work.html
Jorahi’s Window
http://www.noogenesis.com/game_theory/johari/johari_window.html
http://www.businessballs.com/johariwindowmodel.htm
Effective Leader
http://www.biothinking.com/applysd/leadership.htm
Assignments before the Workshop:
1. Describe the concept of interpersonal relations using a visual and present it in class.
2. Compare and contrast the concept of verbal and non verbal communication with a
diagram.
3. Define the following concepts: dynamic, feedback, membership, voluntary, non
voluntary, and Johari’s window.
4. Write four paragraphs stating how work life and personal life can be highly influence.
5. Write a one page summary about a research study related to interpersonal relations. The
summary must be written in English and must follow the APA style.
6. Identify ten norms that you need to follow daily.
7. Attend the language Lab for four hours.
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Activities:
1. Introduction Activity: The facilitator will provide a blank piece of paper to each student.
The students will write one word that describe them and place the paper in a paper bag.
The facilitator will pass one description to every student and they will have to mimic it to
the class.
2. The students will describe the concept of interpersonal relations using a visual
representation.
3. The students will define the following concepts: dynamic, feedback, membership,
voluntary, non voluntary and Johari’s window using a song.
4. The class will be divided in two groups. One group will represent the verbal
communication skills and the other group the non verbal communication skills using
mimics.
5. The facilitator will provide an index card to each student. On one side of the card the
student will write how they interact with their parents, uncle, aunt, grandparent, and
coworkers. On the other side of the index card, the students will write how they interact
with their supervisors, clients, teachers, business and school administrators. Using a Venn
diagram, the students need to compare the interaction between a personal relation and a
professional relation (See Appendix C).
6. The class is going to be divided in four groups to discuss and complete the Johari
Window. Each group will identify how this activity can be an effective tool to promote
interpersonal relations.
7. Leadership Activity: The facilitator will divide the class into groups of three, and instruct
the groups to take turns giving examples of something they have done or witnessed:
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something cool, emotional, very challenge, blindside experience, and a surprise. The
participants will discuss what leadership skills they had used.
8. Each student will design a personal picture that will describe their relations at work, at
home, and at school. The personal picture is going to be place on the board without a
name, and the other students need to guess which one belongs to each student.
9. Video on conflict resolution: http://www.youtube.com/watch?v=v5H76Wmh0-k
10. The facilitator will conduct the following conflict activity with the students:
a. What color is Conflict?
Cut up a large quantity of 4x4 construction-paper squares in a wide variety of colors.
Be sure to have plenty of red, black, brown, and gray. Ask each student to choose a
color or group of colors that she thinks represents conflict, either in the large group or
in smaller groups of five or six; have participants share the colors they have chosen e
and why they chose them. (If you split up into smaller groups, come back together at
the end and have volunteers share with the whole class which colors they chose and
why).
b. Using an oral presentation the students will present their research article related to
interpersonal relations.
Assessment:
1. The students will write a one page essay describing the importance of the
interpersonal relations at work, at home, and at school.
2. The students will design a brochure stating effective leadership skills at work.
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Taller Dos
Objetivos Específicos:
Al finalizar el taller, el/la estudiante:
1. Analizará el concepto de grupo y como los grupos influyen en las relaciones
interpersonales.
2. Entenderá porque los grupos surgen y la importancia que tiene el tamaño del grupo.
3. Identificará las diferentes razones por las cuales las personas pertenecen a un
determinado grupo.
Objetivos del Lenguaje:
1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el español como el
lenguaje de comunicación.
2. Los estudiantes son capaces de construir significado a través de diversos textos.
3. Los estudiantes van a escuchar de forma correcta diversas presentaciones orales en español.
Referencias Electrónicas
Grupos
http://www.losrecursoshumanos.com/contenidos/1850-definicion-y-clasificacion-de-grupos.html
Estereotipo
http://definicion.de/estereotipo/
Normas en la Sociedad
http://www.scribd.com/doc/6349145/Normas-y-Valores-en-Sociedad
Discriminación
http://www.eeoc.gov/laws/types/index.cfm
Asignaciones antes del Taller:
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1. Defina: grupos, tipos de grupos, díadas, triadas, creencias, normas, valores, estereotipos,
principios, conformidad, desviación del grupo y discrimen.
2. Escriba un párrafo explicando las diversas razones que existen para que las personas
pertenezcan a un determinado grupo.
3. Identifique cuáles son los diversos tipos de grupos y proveer un ejemplo de cada uno
(funcionales, de trabajo, de interés y de amistad).
4. Escriba un resumen de un artículo de investigación relacionado con las relaciones
interpersonales.
5. Utilizando un mapa conceptual definir lo que significa grupo.
6. Mencionar los tipos de grupos los cuales ha pertenecido desde su niñez hasta el presente.
7. Buscar un recorte de una noticia que evidencie la membrecía a un grupo.
8. Utilizando un diagrama de Venn comparar las ventajas y desventajas que existen al
pertenecer a un grupo.
9. Asistir al laboratorio de lenguajes por cuatro horas.
Actividades:
1. Actividad de Introducción: Cada estudiante tiene que mencionar dos aseveraciones falsas
y una cierta sobre sí mismo. El grupo tiene que identificar cual es la cierta.
2. La clase se divide en grupos y cada uno escoge una definición y la presenta con una
canción: tipos de grupos, díadas, triadas, creencias, normas, valores, estereotipos,
principios, conformidad, desviación del grupo y discrimen.
3. Cada estudiante va a definir lo que significa grupo por medio de un mapa conceptual.
4. El facilitador le provee un poster a cada estudiante. En un lado del poster identifique
todos los grupos a los cuales ha pertenecido y el otro lado identificar los grupos a los que
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no ha pertenecido. Cada estudiante tiene que presentar el poster de forma oral en la clase
y explicar cómo estos grupos han influenciado en sus relaciones interpersonales.
5. La clase se divide en grupos de cuatro y cada grupo va a diseñar con los recortes de
noticias un collage que evidencie los diferentes tipos de grupos y las relaciones
interpersonales.
6. La clase va a debatir: las ventajas y desventajas de pertenecer a diferentes grupos.
7. De forma oral la clase va a explicar porque existe conformidad y desviación en los
grupos y el efecto que ambos tienen en los miembros de un grupo.
8. El facilitador asigna un numero del uno al cuatro a cada estudiante en la clase. Los
estudiantes van a dividirse de acuerdo a su número asignado. Cada número tiene la tarea
de crear un grupo original donde se incluya: el ambiente, la estructura del grupo, las
metas, la identidad, características de los miembros y objetivos del grupo. El grupo
original debe ser presentado en clase por medio de un drama. Por ejemplo: un restaurante
de comidas internacional es donde el grupo se reúne una vez a la semana (ambiente),
profesionales cibernéticos (estructura del grupo), reunirse con otros profesionales que
estén enfocados en el área tecnológica cibernética y quieren promover su negocio o
profesión a otros países (metas), poseer un bachillerato, maestría, doctorado o tener
varias años de experiencia en el área de la tecnología cibernética (identidad), mujeres y
hombres mayores de 25 años de edad (características) y promover a nivel local e
internacional todo negocio relacionado con el área tecnología cibernética (objetivos).
10. Los estudiantes van a presentar de forma interactiva un resumen de un artículo de
investigación relacionado con las relaciones interpersonales.
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11. Utilizando un diagrama conceptual los estudiantes tienen que explicar las diversas
razones que existen para que las personas pertenezcan a un determinado grupo.
12. La clase se divide en parejas y cada pareja tiene que identificar dos estereotipos
establecidos en el hombre y en la mujer. Cada pareja va a presentar los estereotipos por
medio de mímicas.
13. Video: estereotipos
http://www.youtube.com/watch?v=taMEiy9dieA
Avalúo
1. Los estudiantes van a tomar una prueba corta que evidencie los conceptos aprendidos en
clase.
2. Los estudiantes van a diseñar un acróstico con la palabra grupos.
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Workshop Three
Specific Objectives:
1. Identify how to deal with personal conflicts.
2. Apply concepts related to effective leadership.
3. Recognize the different leadership styles.
Language Objectives:
1. The students will be able to read passages, paragraphs, and complete assignments in
English using correct vocabulary and pronunciation.
2. The students will be writing sentences, paragraphs and complete pages with correct
grammar, and punctuation using English as the language of communication.
3. The students will listen to different oral presentations effectively in English.
Electronic Links (URLs):
Leadership
http://www.nwlink.com/~donclark/leader/leadstl.html
Leadership Styles
http://www.motivation-tools.com/workplace/leadership_styles.htm
http://psychology.about.com/library/quiz/bl-leadershipquiz.htm
http://ezinearticles.com/?Leadership-Styles&id=207329
http://www.1000advices.com/guru/leadership.html
Personal Conflict
http://www.ehow.com/how_5972594_handle-personal-conflict.html
http://www.mindtools.com/pages/article/newLDR_81.htm
Effective Leader
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http://www.nydailynews.com/money/small_biz/2009/04/04/2009-04-
04_what_makes_an_effective_leader.html
Conflict Styles
http://www.mindtools.com/pages/article/newLDR_81.htm
Assignments before the Workshop:
1. Write a three page term paper about effective leadership. The term paper must include the
following parts: introduction, theoretical model, conclusion and references.
2. Students must follow the APA style (See Appendix B).
3. Define the following concepts: social process, cooperation, competence, conflict, and
assimilation.
4. Define the concept of a leader using a diagram.
5. Interview a leader in your community and ask about their experience.
6. Identify ways that you deal with personal conflict.
7. Make a graph for one week (Monday through Sunday) and identify your personal
conflicts.
8. Using a drawing present the three leadership styles: authoritarian, participatory, and
democratic.
9. State which one is your vision (your favorite) as a leader using a circular map.
10. Summarize a research article related to interpersonal relations.
11. Attend four hours of language lab practicing English.
Activities:
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1. Introduction activity: The facilitator will ask each student to complete the following
sentences orally: the best job I ever had was, the worst project I ever worked on was and
the riskiest thing I ever did was...
2. The facilitator will tie the students in pairs using a cord. The students need to remain tied
for half an hour. Each pair will need to record on a piece of paper any conflict that they
may encounter.
3. The class will be divided in groups and each group will define the concept of a leader
using a diagram.
4. Each student will present his / her vision as a leader using a circular map.
5. The class will have to present the following conflict styles: competitive, collaborative,
avoiding, compromising, and accommodating using a flow chart diagram.
6. The facilitator will provide a color to each student (red, blue and white). The students are
going to be divided by the color in groups. Each color group will have the task of
organizing a fund raising campaign for a worthy cause and create awareness. Moreover,
the students need to create posters and slogans related to the campaign. Each color group
will present their posters and slogans to the class.
7. The facilitator will ask the students to identify ways that you deal with personal conflict
using a diagram.
8. The facilitator will divide the class by the leadership styles. The students will have to
design a brochure that evidences the characteristics of the leadership style.
9. The students will be conducting oral presentations about the interviews done to a leader
in their community.
10. Video: 13 rules of leadership.
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http://www.youtube.com/watch?v=C-vve55FDaU
Assessment
1. The students are going to students to write a two pages essay stating who you
consider a leader and why.
2. The students will design a poster stating their leadership style.
SOSC 228 Interpersonal Relations 39
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Taller Cuatro
Objetivos Específicos:
Al finalizar el taller, el/la estudiante:
1. Identificará los factores que influyen en la percepción social.
2. Describirá las causas que existen para la resistencia al cambio.
3. Entenderá como manejar el conflicto de forma adecuada.
Objetivos del Lenguaje:
1. Los estudiantes podrán expresarse de forma oral y escrita utilizando el español como el
lenguaje de comunicación.
2. Los estudiantes son capaces de construir significado a través de diversos textos.
3. Los estudiantes van a escuchar de forma correcta diversas presentaciones orales en
español.
Referencias Electrónicas
Percepción Social
http://academic.uprm.edu/~eddiem/psic3002/id65.htm
http://definicion.de/percepcion-social/
http://academic.uprm.edu/~eddiem/psic3002/id65.htm
http://www.psicologia.com.es/psicologia_social_la_percepcion_de_los_demas.htm
Conflicto
http://www.grupoice.com/esp/cencon/pdf/desarrollo/enfrentando_conflicto.pdf
http://www.leticiabarrios.com/blog/como-manejar-el-conflicto-en-el-trabajo-en-equipo/
http://www.umano.com.pe/docs/pdf/conflicto_y_tom.pdf
Tareas
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1. Definir lo que significa conflicto utilizando un visual para ser presentado en la clase.
2. Explicar cómo se puede manejar el conflicto en el trabajo.
3. Defina conflicto y explicar los tres puntos de vista que existen en el conflicto de acuerdo a la
teoría del conflicto social.
4. Describa cinco estilos o formas de cómo manejar el conflicto y en qué circunstancias cada
estilo es el más adecuado.
5. Utilizando un diagrama de Venn comparar y contrastar las causas del cambio: fuerzas
internas y fuerzas externas.
6. Escribir un ensayo de dos páginas en español sobre el manejo del conflicto de forma
adecuada. El ensayo debe seguir las reglas de escritura establecidas por APA (Ver Anejo H).
7. Explicar por medio de un dibujo como la resistencia al cambio en el trabajo dificulta la
adaptación y el progreso del empleado.
8. Escriba un resumen de un artículo de investigación relacionado con las relaciones
interpersonales.
9. Asistir al laboratorio de lenguajes por cuatro horas.
Actividades
1. Actividad de Introducción: dividir la clase en parejas y proveer una tarjeta a cada
participante. Cada participante va a escribir en la tarjeta como percibe al otro participante y
luego le pegará la tarjeta en la espalda del participante. Se formará un círculo y cada
participante leerá la tarjeta de cada uno en silencio absoluto. Al finalizar de leer cada tarjeta
se discutirán las percepciones y si cada uno estuvo de acuerdo con la que se le escribió.
2. Cada estudiante va a definir lo que significa conflicto utilizando un visual en la clase.
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3. El facilitador escribirá en la pizarra razones internas y externas que provocan el cambio.
Cada participante identificará cinco razones para cada una de ellas.
4. La clase se divide en parejas y cada pareja tiene que presentar un diagrama de Venn para
comparar y contrastar las causas del cambio: fuerzas internas y fuerzas externas.
5. Por medio de mímicas los estudiantes van a explicar los tres puntos de vista que existen en el
conflicto.
6. Los estudiantes van a dividirse en grupos para diseñar un “brochure” y explicar cómo se
puede manejar el conflicto en el trabajo.
7. El facilitador escribirá en un papel las tres formas de enfocar el conflicto: tradicional,
relaciones humanas y de forma estimulante. Los estudiantes van a describir a cada una por
medio de un dibujo.
8. La clase se divide en grupos de tres y cada grupo tiene la tarea de diseñar una actividad que
fomente el cambio en un supermercado. La actividad tiene que ser presentada a la clase
utilizando visuales, interacción y la tecnología.
9. Observar la foto que aparece en el Anejo R y exponer algunos factores que influyen en la
percepción social de la foto.
10. Cada estudiante va a presentar un dibujo que evidencia como la resistencia al cambio en el
trabajo dificulta la adaptación y el progreso del empleado.
11. Video: conflictos en el trabajo
http://www.youtube.com/watch?v=v50tV4dmv4o&feature=related
Video: resistencia al cambio
http://www.youtube.com/watch?v=en4WCj5-gGY&feature=related
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Avaluó
1. Los estudiantes van a tomar una prueba corta que incluya todos los temas discutidos en la
clase.
2. Los estudiantes van a escribir un poema que evidencie su percepción social de la familia.
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Workshop Five/Taller Cinco
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad.
NOTE: This is a bilingual workshop.
Both the facilitator and student should use
the language assigned for each homework
and activity.
*** This workshop is bilingual, however all the text should be written in English in the
objectives, assignments and activities as well. You will indicate which language will be used for
the assignment or activity. See examples below.
Specific Objectives:
1. Explain the meaning of being a creative person and the influence with the interpersonal
relations.
2. Understand the development of personal identity in order to generate a positive image
that will promote a positive interpersonal relation with the people around us.
3. Conduct an auto personal evaluation with the purpose of integrating the theoretical
knowledge acquired about interpersonal relations.
Language Objectives:
1. The students will be able to read passages, paragraphs, and texts using correct
vocabulary and pronunciation in English.
2. The students will be writing sentences, paragraphs and complete pages with correct
grammar and punctuation using English as the language of communication.
3. The students will listen and conduct oral presentations effectively in English.
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Electronic Links (URLs):
Creative person
http://www.problogger.net/archives/2007/05/09/9-attitudes-of-highly-creative-people/
http://www.wishfulthinking.co.uk/2006/08/14/what-makes-a-creative-person/
http://www.copyblogger.com/highly-creative-people/
http://www.winstonbrill.com/bril001/html/article_index/articles/1-50/article34_body.html
http://cre8ive.wordpress.com/2006/08/15/characteristics-of-a-creative-person/
Personal Identity
http://www.more-selfesteem.com/personal_identity_article.htm
http://www.answers.com/topic/personal-identity-2
Positive Image
http://www.selfgrowth.com/articles/having_a_positive_selfimage
http://www.mtstcil.org/skills/image-intro.html
http://www.more-selfesteem.com/selfimage.htm
Assignments before the Workshop:
1. Students will find the definition of being a creative person (in English).
2. Students will describe the attitudes of a highly creative person (in Spanish).
3. The students will complete the written assignment: observing interpersonal
relations at school, at work, and with family ( See Appendix Q). (English)
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4. The students need to bring a Spanish magazine.
5. The students need to write a summary describing a research done related to interpersonal
relations. (English)
6. The students will need to prepare to conduct their oral presentations of their observation.
(Spanish)
7. Design a poster that will evidence a philosophical aspect of the interpersonal relations
(motivation, conflict, decision process, solution, and ethical reflection).
(See Appendix D). (English)
8. The students need to complete the portfolio. (See Appendixes I, J, K, L, M, N, O and P).
9. Identify the characteristic you need to posses in order to have a positive image using a
conceptual map. (Spanish).
10. Attend the language Lab for four hours to practice English.
Activities:
1. Introduction Activity: ( English)
The students will observe and need to reflect on the picture shown on Appendix E.
2 The facilitator will ask the class to work in pairs and each pear will develop a collage
stating ten concepts learned in class. The collage will be presented it to the class (See
Appendix F). (Spanish)
3 The students will answer the test that appear in Appendix A about positive self image and
discuss the results with a partner in class. (English)
4 The students will describe the attitudes of a highly creative person using a drawing.
(Spanish)
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5 The students will be divided in groups and each group will demonstrate their definition of
being a creative person using a visual. (English)
6 Using a conceptual map each student will demonstrate the characteristics you need to
posses in order to have a positive image. (Spanish)
7 The students will present their oral presentations about their observations of the
Interpersonal relations at school, at work, and with family. (English)
8 Video: The Creative Person
http://www.youtube.com/watch?v=oQdcJ84BHSk
9 The class will be divided in two groups and each group will select one research related to
interpersonal relations and present them using a song (English)
10 The facilitator will ask the students to answer the following questions on a white legal
piece of paper. (Spanish)
a. Who are you? What makes you unique? What are your values?
b. Your physical identity (what you think you look like to others)
c. Your internal identity (who you think you are in terms of your personality and
character, values etc.)
d. How do you see yourself in relation to others?
e. How do you identify yourself in terms of your job?
f. Your personal goals
When the students complete the questions they need to make a circle and paste the white
legal paper in front of their chest. Each student will move around silently in the circle and
read the answers of the other student. During the reading the facilitator will monitor that the
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students continue their reading silently. When all the students are done, the facilitator will
ask the students for feedback on how they felt when they were reading the other students
personal identity. In addition, each student will have to express how their personal identity
or image is similar or different to another student using a Venn diagram (See Appendix C).
Assessment:
1. The students are going to design a slogan that describes their personal identity in order to
generate a positive image that will promote a positive interpersonal relation. (Spanish)
2. Each student will write an essay describing the importance of being a creative person,
and how it can influence the interpersonal relations. (English)
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Anejos/Appendixes
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Anejo A/Appendix A
Positive Self Image
How positive is your self-image? Answer these true or false statements
and find out.
1. My glass is always half-empty, not half-full.
2. I'm always apologizing for things.
3. I'm always telling myself I "should" be doing this or that.
4. I constantly criticize myself.
5. What other people think about me dictates how I feel about myself.
6. I am critical of my mistakes and relive them over and over.
7. I always let the people who care about me down.
8. I feel like I have the weight of the world on my shoulders.
9. A partial failure is as bad as a complete failure.
10. I bend over backwards to please others.
11. I am not sure I have done a good job unless someone else points it out.
12. It is hard for me to forgive and forget.
13. I have to work harder than others for relationships and am afraid that the relationships I have
will fail.
14. If I don't do as well as others, it means that I am not as good as them.
15. If I can't do something well, there is no point in doing it at all.
Results:
Give yourself 1 point for each question you answered with a "true".
0 - 4: You have a generally positive way of thinking and should feel good about yourself. Keep it
up!
5 - 8: You may be struggling with some negative emotions. Take time to review your good
qualities.
9 or more: You can be very critical of yourself. Challenge yourself to change your way of
thinking!
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Anejo B/Appendix B
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Student Score
Content
The paper is clear, focused and interesting. Identifies purpose, objectives and principal ideas included in the paper
10
Presentation of ideas is organized, coherent and can be easily followed
10
The paper properly explains content. 10
The presentation of ideas and arguments are based in sources presented, consulted or discussed in class.
10
The paper demonstrates substance, logic and originality.
10
The author presents his point of view in a clear, convincing and well based manner.
10
Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
10
Language
Demonstrate a command of standard English (vocabulary used, syntax and flow of ideas).
10
Uses grammar appropriately and correctly.
10
Manages and uses verbs appropriately and correctly.
10
Total Points 100 (70% content and 30%
language)
Student’s total Score: _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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Anejo C/Appendix C
Venn Diagram
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Anejo D/Appendix D
Poster scoring rubric
Student: _____________________________________ Date: _______________
0
Did not do the
assignment
1
Needs
improvement
2
Fair
3
Good
4
Very good
5
Excellent
N/A
Not Applied
Evaluation Criteria 0 1 2 3 4 5 NA
1. The poster contains relevant information and
articles.
2. The poster is neat and presents well-organized
information.
3. The poster is exceptionally attractive in terms
of design, layout, and color.
4. There are no grammatical/mechanical mistakes
on the poster.
5. All graphics on the poster are related to the
topic and make it easier to understand.
6. The poster includes all required elements as
well as additional information.
7. The poster shows a deep understanding of the
subject and related concepts.
8. All items of importance on the poster are
clearly labeled with labels that can be read
from at least 3 ft. away.
9. The student or the group made a good
presentation of the poster to the class.
10. The overall final result represents the
maximum effort of the student or the group.
11. The written language was grammatically
correct.
12. Uses spelling, punctuation and capitalization
correctly.
13. The poster provides evidence of the main ideas
clearly.
14. The student demonstrates that is proficient in
English.
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Anejo E/Appendix E
Self Reflection
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Anejo F/Appendix F
Matriz de valoración del collage
Nombre/Grupo ____________________________________________________
Tema: __________________________________ Fecha: __________________
Criterios Puntaje posible Puntaje obtenido
Todos los gráficos u objetos utilizados en
el collage reflejan un alto grado de
creatividad del estudiante en su
exhibición.
1.25 punto
Las ilustraciones son del tamaño y forma
apropiados y están colocados
perfectamente. Se ha tenido cuidado para
alcanzar un balance de las ilustraciones en
toda el área del collage. Las figuras han
sido adheridas apropiadamente y lucen
fijas.
1.25 punto
El collage incluye 15 ó más ítems, cada
uno diferente.
1.25 punto
Se ha dedicado mucho tiempo y esfuerzo
en la planificación y el diseño del collage.
Es obvio que los estudiantes trabajaron
tanto en casa como en el salón de clase.
1.25 punto
Los títulos y el texto se escribieron sin
enmendaduras y son fáciles de leer desde
una cierta distancia.
1.25 punto
El estudiante brinda una explicación
razonable de cómo se relaciona cada ítem
del collage con el tema asignado. Para la
mayoría de ítems, la relación es clara sin
necesidad de explicación.
1.25 punto
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El collage comunica claramente la
comprensión del tema que tiene el autor.
1.25 punto
El collage luce atractivo, ordenado y
limpio.
1.25 punto
TOTAL 10 puntos
_______________
Puntaje Total
Firma del facilitador: _________________________
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Anejo G/Appendix G
Matriz de valoración de la presentación oral
Integrantes del grupo _______________________________________________
Curso: ______________________ Fecha: ________________________
Tema: _______________________ Tiempo: ________________________
Criterios Valor Puntaje obtenido
Presentación
Mantiene la atención de toda la
audiencia utilizando el contacto visual
directo, y mirando las notas raramente.
1 punto
Los movimientos son adecuados y
ayudan a la audiencia a visualizar el
contenido de la presentación.
1 punto
El estudiante demuestra estar relajado y
tranquilo, sin hacer errores.
1 punto
El estudiante utiliza una voz clara con
Buena proyección y entonación.
1 punto
El estudiante demuestra un
conocimiento completo al responder
todas las preguntas con explicaciones y
elaboraciones.
1 punto
El estudiante presenta la información en
una secuencia lógica e interesante la
cual la audiencia puede seguir sin
problema.
1 punto
Demuestra una actitud fuerte y positiva
acerca del tema durante toda la
presentación.
1 punto
Lenguaje
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Demuestra habilidad en el manejo del
idioma inglés estándar (vocabulario,
sintaxis y flujo de ideas).
1 punto
Usa una pronunciación correcta durante
la presentación.
1 punto
El nivel de formalidad de la
presentación es adecuada a la naturaleza
de la misma.
1 punto
Total 10 (70% contenido y
30% lenguaje)
___________
Puntaje Total:
Firma del facilitador: _________________________
Nota: El puntaje deberá registrarse como sigue:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
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Anejo H/Appendix H
MATRIZ DE VALORACIÓN DEL ENSAYO INDIVIDUAL NARRATIVO
Nombre del Estudiante: …………………………………… Fecha: ……………..
Criterios Valor Puntaje obtenido
Contenido
El contenido introductorio es claro y bien
establecido.
1 punto
Se exponen los detalles más importantes
y relevantes en el ensayo.
1 punto
Describe y compara las cualidades
individuales del autor en comparación
con las cualidades requeridas por los
estándares de manera clara y efectiva,
brindando ejemplos precisos y vívidos.
1 punto
Las oraciones son coherentes y las ideas
fluyen durante la lectura del ensayo.
1 punto
Establece una relación del autor con el
tema, brindando una perspectiva clara
sobre el tema y llamando la atención del
lector.
1 punto
Establece conclusiones que reflejan las
relaciones o los resultados más
importantes del tema.
1 punto
Demuestra un entendimiento tol de las
ideas más importantes hasta alcanzar un
nivel superior de comprensión de una
manera organizada.
1 punto
Lenguaje
Demuestra habilidad en el manejo del 1 punto
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idioma español (vocabulario, sintaxis y
flujo de ideas).
Usa la gramática de una manera adecuada
y correcta.
1 punto
Usa la puntuación, la ortografía y el
formato APA correctamente.
1 punto
Total 100 ( 70% contenido y
30% lenguaje)
Puntaje total:
Firma del facilitador: _________________________
Nota: El puntaje deberá registrarse como sigue:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
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Anejo I / Appendix I
PORTFOLIO
Guidelines to prepare the portfolio
1. Determination of sources of content
2. The following, but not limited to, documentation will be included:
a. Projects, surveys, and reports.
b. Oral presentations
c. Essays: dated writing samples to show progress
d. Research papers: dated unedited and edited first drafts to show progress
e. Written pieces that illustrate critical thinking about readings: response or
reaction papers.
f. Class notes, interesting thoughts to remember, etc.
g. Learning journals, reflexive diaries.
h. Self assessments, peer assessments, facilitator assessments.
i. Notes from student-facilitator conferences.
3. Organization of documentation
Documentation will be organized by workshop, and by type of assignment within
workshops. Workshops will be separated from one another using construction paper
or paper of different colors, with tabs indicating the workshop number.
4. Presentation of the portfolio
Documentation will be posted in a binder or in a digital version (e-portfolio).
The cover page will follow exactly APA guidelines applied to a cover page of
research papers submitted at Metro Orlando Campus. This cover page will be
placed at the beginning of the portfolio.
The entire portfolio will follow APA style: Courier or Times New Roman font,
size 12, double space, and 1-inch margins. See a “Publication Manual of the
APA, Fifth Edition”
A log of entries that can be expanded with each new entry properly
numbered. The table, which should be located at the beginning, should
include a brief description, date produced, date submitted, and date evaluated
(Appendix K).
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Introduction and conclusion of the income and outcome of the portfolio.
A list of references and appendixes of all assignments included will be added
to the end of the portfolio.
The Portfolio Informational Sheet will be placed in the transparent front pocket
of the binder for identification purposes (Appendix J).
5. Student-Facilitator Feedback Template: Progression follow-up
The final step in implementing portfolios, before returning them to the student or
school life, is sharing feedback with each student to review the contents, student
reflections, and your evaluations of individual items and all of the work together as
related to learning targets (Banks, 2005).
Facilitators will e-mail a feedback template to all students. This template will contain
information pertaining to weaknesses and strengths found in students’ portfolios
(Appendix L). Facilitators will focus their attention on showing students what is
possible and their progress rather than what is wrong; however, this does not mean
that facilitators will not cover weaknesses and areas for improvement during the
conference. Facilitators will send this feedback template upon completion of
workshop one.
Students will also have the opportunity to respond to the facilitator’s feedback and
write their own comments and/or ideas of how to improve the quality of their
portfolios, and how to become better metacognitive learners on the feedback
template. Students will e-mail the template with their comments back to the facilitator
after every workshop.
6. Portfolio storage:
Portfolio samples will be safely stored for a six-month term on campus.
Students will sign an official document empowering Ana G. Mendez
University System with rights to use their portfolios with educational or
accreditation purposes during this term (Appendix N).
After this term, and if their authors authorize Ana G. Mendez University
System to discard their portfolios by signing an official document, portfolio
samples will be destroyed; otherwise, they will be returned to their original
authors (Appendix P).
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Anejo J/Appendix J
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Florida Campuses
Universidad del Este, Universidad Metropolitana, Universidad del Turabo
Check one: Universidad del Este Universidad Metropolitana Universidad del Turabo Check one: Undergraduate
Graduate
Concentration
Student’s Name
Facilitator’s Name
Course:
Portfolio rated as
Reason of this rate
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Anejo K /Appendix K
Log of Entries
Entry Description
Date of Entry
Date
Submitted
Date
Evaluated
Page #
1
2
3
4
5
6
7
8
9
10
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Anejo L /Appendix L
Checklist for Portfolio Assessment
Has the student set academic goals?
Does the portfolio include enough entries in each area to make
valid judgments?
Does the portfolio include evidence of complex learning in realistic
setting?
Does the portfolio provide evidence of various types of student
learning?
Does the portfolio include students’ self-evaluations and
reflections on what was learned?
Does the portfolio enable one to determine learning progress and
current level of learning?
Does the portfolio provide clear evidence of learning to users of
the portfolio?
Does the portfolio provide for student participation and
responsibility?
Does the portfolio present entries in a well-organized and useful
manner?
Does the portfolio include assessments based on clearly stated
criteria of successful performance?
Does the portfolio provide for greater interaction between
instruction and assessment?
Adapted from: Gronlund, N. E. (2003). Assessment of student achievement. 7th ed. Boston: Pearson
Education, Inc.
SOSC 228 Interpersonal Relations 65
Prep. 21-08-06 Prof. Magaly Pacheco, Ph. D.& Fidel R. Távara, M.Ed. Rev.08-20-2010 Magaly Pacheco
Anejo M /Appendix M
Portfolio Rubric
4 3 2 1
PORTFOLIO APPEARANCE
Readable: Are entries typed in an appropriate font and size? Are
entries free of errors? Do ideas expressed in entries follow a logical sequence with appropriate transitions among paragraphs and topics?
Professionalism: Is the appearance of the portfolio
professional? Are graphics, colors and portfolio language consistent with professional workplace expectations? Is the portfolio presented in a neat and orderly manner?
Organization: Is the portfolio organized in a manner that makes
it easy to follow and easy to quickly locate information?
PORTFOLIO CONTENT AND FUNCTION
Content: Are all required entries included in the portfolio? Are
entries relevant to the content of the portfolio? Do all entries contain the student’s reaction or reflection on the selected topics? Do entries provide thorough understanding of content? Resume, Activities List, Varied Samples of Written Work, Evidence of Problem Solving, and Evidence of Decision Making.
Authenticity: Are the samples and illustrations a true reflection
of the student’s efforts and abilities?
Growth/Development: Do samples provide thorough
understanding of growth and development related to their field of concentration? Do items show what the student has learned?
Collaboration: Do items show examples of both individual and
group work? Does the student provide clear understanding of collaboration, and use collaboration to support his/her learning?
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Reflection and Personal growth: Do items show exceptional
understanding of how to be a reflective thinker and how to seek opportunities for professional growth? Does the student include self-reflective comments? Does the student reflect enthusiasm for learning?
Professional Conduct: Do items show clear understanding of
ethical behavior and professional conduct? Do items display the pride the student has in his or her work?
Overall Portfolio Impact
Is this portfolio an asset in demonstrating the student’s value
(skills, abilities, knowledge) to a potential employer or college representative?
Rating Scale 4 = Outstanding 3 = Very good 2 = Good 1 = Needs improvement Source: Retrieved from www.lcusd.net/lchs/portfolio/rubric.htm on February 10th, 2007. Adapted
02/10/2007 by Fidel R. Távara, M.Ed. Coordinator of Assessment and Placement – Metro
Orlando Campus
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Anejo N /Appendix N
Portfolio Assessment Feedback Template
Strengths Weaknesses Improvement Ideas
Facilitator’s comments
Student’s response and comments
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Anejo O /Appendix O
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System, to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the office of Assessment and Placement to
keep a copy of my portfolio for six months and return it to me at the end of this
period of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
SOSC 228 Interpersonal Relations
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Anejo P /Appendix P
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Universidad del Turabo
I, ____________________________________, grant permission to the office of
Assessment and Placement of the Ana G. Méndez University System to keep in
their records a copy of my portfolio. I understand that the portfolio is going to be
used for accreditation or educational purposes only, and that is not going to be
disclosed without my consent.
By signing this document I authorize the Office of Placement and Assessment to
keep a copy of my portfolio for six months and discard it at the end of this period
of time.
_______________________________ ___________
Student’s Name (print) Date
_______________________________ ___________
Student’s Signature Date
SOSC 228 Interpersonal Relations
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Anejo Q/Appendix Q
Written Assignment Log
Interpersonal Relations
DAYS WORK FAMILY SCHOOL
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
SOSC 228 Interpersonal Relations
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Anejo R/Appendix R: Percepción Social
SOSC 228 Interpersonal Relations
Prepared on August/2010. By Magaly Pacheco, E.d.D.
Anejo S/Appendix S
Oral presentation rubric
Group members ________________________________________________
Course: ____________________ Date: ________________________
Topic: ______________________ Time: ________________________
Criteria Value Points Student’s Score
Presentation
Holds attention of entire audience with
the use of direct eye contact, seldom
looking at notes.
1 point
Movements seem fluid and help the
audience visualize
1 point
Student displays relaxed, self-confident
nature about self, with no mistakes.
1 point
Student uses a clear voice with a good
projection and intonation.
1 point
Student demonstrates full knowledge by
answer all questions with explanations
and elaborations.
1 point
Student presents information in logical,
interesting sequence which audience can
follow
1 point
Demonstrates a strong, positive feeling
about topic during entire presentation
1 point
Language
Demonstrates a command of standard
English (vocabulary, syntax and flow of
ideas)
1 point
Uses correct pronunciation of the 1 point
SOSC 228 Interpersonal Relations
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language.
The tone of the presentation is
appropriate.
1 point
Total Points 10 ( 70% content and
30% language)
_________
Total score:
Facilitator’s signature: ________________________
Note: The score obtained by the student should be recorded as follows:
Excellent: 1.00 point
Good: 0.75 point
Fair: 0.50 point
Needs improvement: 0.25 point
SOSC 228 Interpersonal Relations
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Matriz de valoración de la presentación oral
Integrantes del grupo _______________________________________________
Curso: ______________________ Fecha: ________________________
Tema: _______________________ Tiempo: ________________________
Criterios Valor Puntaje obtenido
Presentación
Mantiene la atención de toda la
audiencia utilizando el contacto visual
directo, y mirando las notas raramente.
1 punto
Los movimientos son adecuados y
ayudan a la audiencia a visualizar el
contenido de la presentación.
1 punto
El estudiante demuestra estar relajado y
tranquilo, sin hacer errores.
1 punto
El estudiante utiliza una voz clara con
Buena proyección y entonación.
1 punto
El estudiante demuestra un
conocimiento completo al responder
todas las preguntas con explicaciones y
elaboraciones.
1 punto
El estudiante presenta la información en
una secuencia lógica e interesante la
cual la audiencia puede seguir sin
problema.
1 punto
Demuestra una actitud fuerte y positiva
acerca del tema durante toda la
presentación.
1 punto
Lenguaje
SOSC 228 Interpersonal Relations
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Demuestra habilidad en el manejo del
idioma inglés estándar (vocabulario,
sintaxis y flujo de ideas).
1 punto
Usa una pronunciación correcta durante
la presentación.
1 punto
El nivel de formalidad de la
presentación es adecuada a la naturaleza
de la misma.
1 punto
Total 10 (70% contenido y
30% lenguaje)
___________
Puntaje Total:
Firma del facilitador: _________________________
Nota: El puntaje deberá registrarse como sigue:
Excelente 1.00 punto
Bueno 0.75 punto
Regular 0.50 punto
Necesita mejorar 0.25 punto
SOSC 228 Interpersonal Relations
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Anejo T/Appendix T
Attendance and Participation Rubric Name:________________________________________________________ Date________________ PT:________________ Attendance and Punctuality _____ Absence in 4 or more workshops/ Absence in 3 workshops and was late in two workshops _____ Absence in three workshops/ Absence in two workshops and was late in three workshops _____ Absence in two workshops/ Absence in 1 workshop but was late in three or more workshops _____ Absence in 1 workshop/ No absent but was late in three workshops _____ No absent but was late in 1 or two workshops _____ No absent or late in any of the workshops Note: The student absence to a workshop represents a loss of 4 points. The facilitator will follow the policy of attendance of the Institution for grade purposes.
(70 percent)
Content
Value
Points
Student
Score
Student offers an in-depth and solid analysis of
the discussed content and the dialogue flows
smoothly during the discussion.
2
Student comes appropriately prepared for
discussion – with notes taken from their reading,
passages of textbooks, copies or prints- about the
topic in discussion.
2
Student, through his/her comments, shows that is
paying close attention to what other participants
say about the topic.
2
Student provides explanations and follow up to
enrich discussion.
2
Student’s observations is usually related to ideas 2
SOSC 228 Interpersonal Relations
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or arguments presented in the discussion of the
topics.
Sub-Total 10
(30 percent)
Language
Value
Points
Student
Score
Students show good use of the standard
English/Spanish language (vocabulary, syntax
and grammar).
4
Students use appropriate oral fluency in their
contributions to the topics discussed.
4
Given a controversial topic during discussion,
students show a persuasive argument based on
scientific literature to support their points of view
about it.
2
Sub-Total 10
Total 20 points Total Score:
SOSC 228 Interpersonal Relations
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Anejo U /Appendix U
MATRIZ VALORATIVA PARA EVALUAR TRABAJOS ESCRITOS
NOMBRE: ___________________________NOTA FINAL ___________________
TÍTULO:____________________________ FECHA:________________________
0-No Cumplió 1-Deficiente 2-Regular 3-Bueno 4-Muy Bueno 5-Excelente N/A-No Aplica
CRITERIOS 0 1 2 3 4 5 N/A
1. El escrito es claro, enfocado e interesante.
2. Identifica el propósito, los objetivos e ideas principales que se incluyen en el escrito.
3. La presentación de las ideas es organizada y coherente y puede seguirse con facilidad.
4. El escrito incluye todas las partes o elementos del tema o tarea asignada de manera directa y apropiada.
5. El autor demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
6. Las ideas y argumentos de la presentación están bien fundamentadas en los recursos presentados, consultados o discutidos en clase.
7. El punto de vista del autor se presenta de manera clara, contundente y bien fundamentada.
LENGUAJE
8. El escrito demuestra sustancia, lógica y originalidad.
9. Se utiliza un lenguaje apropiado con corrección sintáctica y gramatical.
10. Contiene oraciones y párrafos bien construidos que facilitan la lectura y comprensión del escrito.
Comentarios:
________________________________________________________________
________________________________________________________________
____________
SOSC 228 Interpersonal Relations
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Appendix U
RUBRIC TO EVALUATE WRITTEN PAPERS
NAME: _______________________ FINAL GRADE: ________________
TITLE: _______________________ DATE: _________________________
0-NOT OBSERVED 1-DEFICIENT 2-AVERAGE 3-GOOD 4-VERY GOOD 5-EXCELLENT N/A-
NOT APPLY
CRITERIA 0 1 2 3 4 5 N/A
1. The paper is clear, focused and interesting.
2. Identifies purpose, objectives and principal ideas included in the paper.
3. Presentation of ideas is organized, coherent and can be easily followed.
4. The paper includes all parts or elements of the assigned theme or task in a direct and appropriate manner.
5. The author demonstrates mastery of the presentation theme or matter, as it properly explains content and does not incur in mistakes.
6. The presentation ideas and arguments are based in sources presented, consulted or discussed in class.
7. The author presents his point of view in a clear, convincing and well-based manner.
LANGUAGE
8. Utilizes appropriate language with grammatical and syntactical correction.
9. Utilizes precise, correct and appropriate vocabulary.
10. Contains well-constructed sentences and paragraphs that facilitate lecture and comprehension.
Comments:
___________________________________________________________
________________________________________________________________
________________________________________________________________
____________