Post on 17-Dec-2018
Sistema Universitario Ana G. Méndez Florida Campuses
School for Professional Studies Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo
ECON 123
INTRODUCTION TO ECONOMICS
INTRODUCCION A LA ECONOMIA
© Sistema Universitario Ana G. Méndez, 2008 Derechos Reservados.
© Ana G. Méndez University System, 2008. All rights reserved.
ECON 123 Introduction to Economics 2
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
TABLA DE CONTENIDO/TABLE OF CONTENTS
Páginas/Pages
Prontuario ........................................................................................................................ 3
Study Guide .................................................................................................................. 10
Workshop One .............................................................................................................. 16
Taller Dos ...................................................................................................................... 19
Workshop Three ............................................................................................................ 22
Taller Cuatro ................................................................................................................. 27
Workshop Five/Taller Cinco .......................................................................................... 30
Appendix A / Anejo A .................................................................................................... 34
Anejo B/Appendix B ...................................................................................................... 36
Anejo C/Appendix C ...................................................................................................... 38
Anejo D/Appendix D ...................................................................................................... 40
Anejo E/ Appendix E ..................................................................................................... 42
Anejo F/Appendix F ....................................................................................................... 44
Anejo G/Appendix G...................................................................................................... 45
Anejo H/Appendix H ...................................................................................................... 46
Anejo I/Appendix I ......................................................................................................... 47
Anejo J/Appendix J........................................................................................................ 49
Anejo K/Appendix K ...................................................................................................... 50
Anejo L/Appendix L ....................................................................................................... 51
ECON 123 Introduction to Economics 3
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
Prontuario
Título del Curso Introducción a la Economía
Codificación ECON 123
Duración Cinco Semanas o según aplique
Pre-requisito
Descripción
Este es un curso de enfoque general sobre economía. El estudiante aprenderá
principios y teorías básicas sobre el análisis micro y macroeconómico. Se utilizarán
las teorías y ejercicios prácticos en la resolución de problemas que enfrentan los
diferentes agentes económicos. Se revisarán problemas microeconómicos de
escasez, oferta y demanda, costos de producción y tipos de mercado. Se estudiarán
conceptos y problemas macroeconómicos de producción, inflación, y desempleo.
Objetivos Generales
1. Definir y explicar los principios básicos y métodos de análisis de la ciencia
económica.
2. Conocer e interpretar elementos de análisis macroeconómico tal como oferta y
demanda, tipos de mercado y costos de producción.
3. Familiarizar al estudiante con los diferentes enfoques teóricos y las polémicas
concernientes a los determinantes de producción, precio, empleo, así como a
otras variables macroeconómicas.
Texto y Recursos
McEachern, W. A. (2008). Economics: A Contemporary Introduction. South-Western
College Publishers.
Referencias y material suplementario
McEachern, William Macroeconomics: Thomson Learning.
Lieberman, Mark y Robert Hall (1999) Introduction to Economics. South Western
College Publishing, Thomson Learning.
Evaluación curso
1. Trabajos previo a cada taller - 25%
Antes de cada taller el/la estudiante deberá completar ciertas tareas asignadas
que le ayudarán a prepararse para las actividades que se realizarán en el taller.
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Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
La tarea deberá entregarse a partir de la primera reunión. Se descontaran 10
puntos por cada semana de tardanza. Cada trabajo acumulará un total de 50
puntos para un total de 250 puntos (70% contenido, 30% lenguaje).
2. Trabajos durante el taller - 10%
De la primera a la cuarta reunión, el/la estudiante tendrá la oportunidad de
trabajar en diferentes actividades con el propósito de aplicar los conceptos y
herramientas aprendidas. Se acumularán 25 puntos por cada taller (taller # 1 al
taller#4) para un total de 100 puntos.
3. Pruebas cortas (Talleres 2-4) - 15%
A partir de la segunda reunión y hasta el cuarto taller, una vez discutidas las
tareas realizadas previo a cada taller y de realizar los trabajos cooperativos, el/la
estudiante estará capacitado para contestar una prueba. Cada prueba tendrá un
valor de 50 puntos para un total 150 puntos.
4. Diarios Reflexivo (Talleres 1-4) - 10%
Se presentará un ensayo (diario reflexivo) por cada taller excepto el taller #5. El
facilitador proveerá instrucciones así como la rúbrica al comienzo del curso. El
ensayo vence al comienzo del próximo taller. Se acumularan 25 puntos por cada
ensayo (70% contenido, 30% lenguaje) para un total de 100 puntos.
5. Trabajo Final - 20%
Se presentará un trabajo final grupal con valor de 100 puntos (70% contenido,
30% lenguaje). Dicho trabajo vence al comienzo del quinto taller. El facilitador
proveerá instrucciones específicas al comienzo del curso. Cada grupo escogerá
el idioma para su presentación oral. El trabajo escrito deberá presentarse en el
otro idioma.
6. Portafolio - 10%
Los trabajos realizados durante el curso, incluyendo el trabajo final, serán
organizados en un portafolio a entregarse al comienzo del quinto taller. Ver
Anejos E al L para instrucciones específicas. El facilitador proveerá rúbrica al
comienzo del curso. El portafolio tendrá un valor de 100 puntos.
7. Asistencia y Participación - 10%
ECON 123 Introduction to Economics 5
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
La asistencia a todos los talleres es necesaria e indispensable. Los trabajos
realizados durante el taller no podrán ser repuestos. Se acumulará 20 puntos por
cada taller par un total de 100 puntos.
Escala de evaluación
La evaluación final se calculará a base la siguiente escala:
Porciento Nota
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 - 0 F
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 esta diseñado para
promover el desarrollo de cada estudiante como un profesional bilingüe. Cada
taller será facilitado en inglés y español, utilizando el modelo 50/50. Esto
significa que cada taller deberá ser conducido enteramente en el lenguaje
especificado. Los lenguajes serán alternados en cada taller para asegurar que
el curso se ofrece 50% en inglés y 50% en español. Para mantener un balance,
el modulo debe especificar que se utilizaran ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Si
un estudiante tiene dificultad en hacer una pregunta en el idioma especificado,
bien puede escoger el idioma de preferencia para hacer la pregunta. Sin
embargo, el facilitador deberá contestar la misma en el idioma designado para
ese taller. Esto deberá ser una excepción a las reglas pues es importante que
los estudiantes utilicen el idioma designado. Esto no aplica a los cursos de
lenguaje que deben ser desarrollados en el idioma propio todo en ingles o todo
en español según aplique.
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Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
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 de taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a mas 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 determinara una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad a ser repuesta.
6. En actividades de grupo el grupo será evaluado por su trabajo final. Sin
embargo, cada miembro de grupo deberá participar y cooperar para lograr un
trabajo de excelencia, pero recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se debe entender que todo trabajo sometido esta citado
apropiadamente o parafraseado y citado dando atención al autor. Todo
estudiante debe ser el autor de su propio trabajo. Todo trabajo que sea plagiado,
ECON 123 Introduction to Economics 7
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
copiado o presente trazos de otro será calificado con cero (vea la política de
honestidad académica).
8. Si el facilitador hace cambios al modulo o guía de estudio, deberá discutirlos y
entregar copia a los estudiantes por escrito al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico, teléfonos, y el horario disponibles.
10. EL uso de celulares está prohibido durante las sesiones de clase; de haber una
necesidad, deberá permanecer en vibración o en silencio.
11. La visita de niños y familiares no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen SUAGM y el curso.
Nota: Si por alguna razón no puede acceder las dire cciones electrónicas
ofrecidas en el módulo, no se limite a ellas. Exis ten otros motores de búsqueda y
sitios Web que podrá utilizar para la búsqueda de l a información deseada. Entre
ellas están :
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
El/la facilitador(a) puede realizar cambios a las d irecciones electrónicas y/o
añadir algunas de ser necesario.
Filosofía y Metodología Educativa
ECON 123 Introduction to Economics 8
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
Este curso está basado en la teoría educativa del Constructivismo.
Constructivismo es una filosofía de aprendizaje fundamentada en la premisa, de que,
reflexionando a través de nuestras experiencias, podemos construir nuestro propio
conocimiento sobre el mundo en el que vivimos.
Cada uno de nosotros genera nuestras propias “reglas “y “métodos mentales”
que utilizamos para darle sentido a nuestras experiencias. Aprender, por lo tanto, es
simplemente el proceso de ajustar nuestros modelos mentales para poder acomodar
nuevas experiencias. Como facilitadores, nuestro enfoque es el mantener una
conexión entre los hechos y fomentar un nuevo entendimiento en los estudiantes.
También, intentamos adaptar nuestras estrategias de enseñanza a las respuestas de
nuestros estudiantes y motivar a los mismos a analizar, interpretar y predecir
información.
Existen varios principios para el constructivismo, entre los cuales están:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje
debe comenzar con situaciones en las cuales los estudiantes estén buscando
activamente construir un significado.
2. Significado requiere comprender todas las partes. Y, las partes deben
entenderse en el contexto del todo. Por lo tanto, el proceso de aprendizaje
se enfoca en los conceptos primarios, no en hechos aislados.
3. Para enseñar bien, debemos entender los modelos mentales que los
estudiantes utilizan para percibir el mundo y las presunciones que ellos
hacen para apoyar dichos modelos.
4. El propósito del aprendizaje, es para un individuo, el construir su propio
significado, no sólo memorizar las contestaciones “correctas” y repetir el
significado de otra persona. Como la educación es intrínsicamente
interdisciplinaria, la única forma válida para asegurar el aprendizaje es hacer
del avalúo parte esencial de dicho proceso, asegurando que el mismo
provea a los estudiantes con la información sobre la calidad de su
aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
ECON 123 Introduction to Economics 9
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
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.
ECON 123 Introduction to Economics 10
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
Study Guide
Course Title Introduction to Economics
Code ECON 123
Time Length Five Weeks or as applicable
Pre-requisite
Description
This is a course with a general approach in economics. The student will learn
basics principles and theories of macro and microeconomic analysis. Some
microeconomics aspects to be covered are: scarcity and marginal decisions, supply and
demand, production costs and market analysis. Some macroeconomics aspects to be
covered are: national income accounting, inflation, and unemployment.
General Objectives
1. Define and explain basics principles and methods of analysis in the economic
science.
2. Summarize and or explain the most relevant concepts of microeconomics analysis
related to supply and demand, market analysis, and production costs.
3. Familiarize the students with macroeconomics concepts related to National income,
inflation, and unemployment.
Texts and Resources
McEachern, William A.. (2003) Economics: A Contemporary Introduction.
Thomson Learning.
References and Supplementary Materials
McEachern, William Macroeconomics: Thomson Learning.
Lieberman, Mark y Robert Hall (1999) Introduction to Economics. South Western
College Publishing, Thomson Learning.
Assessment
1. Pre-workshop homework - 25%
Previous to each workshop students must finish certain assignments in preparation
for workshop discussion and activities. Each homework is worth 50 points (70%
content, 30% language) for a total of 250 points and is due at the beginning of
workshop. Ten points per will be deducted per week late.
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2. Workshop Activities - 10%
In order to apply the concepts and theories, an in preparation to the short test,
students will have the opportunity of working in groups and/or individually on practice
problems and cases related to workshop specific objectives. A total of 25 points will
be granted per workshop for a total of 100 points. No make up is possible for these
activities.
3. Quizzes (3) – 15%
Three short tests will be administered, workshop #2 – workshop #4. Tests will focus
on application of theories and concepts pertaining to specific objectives. Each test is
worth 50 points for a total of 150 points. Facilitator will decide on the possibility to
make up a missing test.
4. Attendance and Participation - 10%
Attendance to each workshop is mandatory and imperative to the success of the
student. A maximum of 20 points per workshop will be granted for a total of 100
points.
5. Reflective Journal (WS#1 - WS#4) - 10%
The student will have the opportunity to self reflect about pre-workshop and
workshop experiences. Each diary is worth 25 points (70% content, 30% language)
for a total of 100 points. There will no essay for WS#5. Facilitator will provide specific
instructions and rubric at the beginning of the course.
6. Final Project - 20%
During workshop five, the student will be able to present a final group project. The
project is worth 100 points (70% content, 30% language). Facilitator will provide
specific instructions and rubric at the beginning of the course. You should create a
written report and a PowerPoint presentation. The presentation will be done in one
language (i.e., English) and the report in the other (i.e., Spanish).
7. Portfolio - 10%
Course work will be organized and assembled in a portfolio (see Appendixes E to L)
due at the beginning of workshop five. The portfolio is worth100 points. Facilitator
will provide rubric at the beginning of the course.
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Grade scale:
The final grade will be based on the following scale.
Percentage Grade
90 – 100 A
80 – 89 B
70 – 79 C
60 – 69 D
59 - 0 F
Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez Discipline-Based Dual
Language Immersion Model® designed to promote each student’s development as a
Dual Language Professional. Workshops will be facilitated in English and Spanish,
strictly using the 50/50 model. This means that each workshop will be conducted
entirely in the language specified. The language used in the workshops will
alternate to insure that 50% of the course will be conducted in English and 50% in
Spanish. To maintain this balance, the course module may specify that both
languages will be used during the fifth workshop, dividing that workshop’s time and
activities between the two languages. If students have difficulty with asking a
question in the target language in which the activity is being conducted, students
may choose to use their preferred language for that particular question. However,
the facilitator must answer in the language assigned for that particular day. This
should only be an exception as it is important for students to use the assigned
language. The 50/50 model does not apply to language courses where the delivery
of instruction must be conducted in the language taught (Spanish or English only).
2. The course is conducted in an accelerated format and requires that students prepare
in advance for each workshop according to the course module. Each workshop
requires an average ten hours of preparation but could require more.
3. Attendance at all class sessions is mandatory. A student that is absent to a
workshop must present the facilitator a reasonable excuse. The facilitator will
ECON 123 Introduction to Economics 13
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
evaluate if the absence is justified and decide how the student will make up the
missing work, if applicable. The facilitator will decide on the following: allow the
student to make up the work, or allow the student to make up the work and assign
extra work to compensate for the missing class time.
Assignments required prior to the workshop must be completed and turned in on the
assigned date. The facilitator may decide to adjust the grade given for late
assignments and make-up work.
4. If a student is absent to more than one workshop the facilitator will have the
following options:
a. If a student misses two workshops, the facilitator may lower one grade based
on the students existing grade.
b. If the student misses three workshops, the facilitator may lower two grades
based on the students existing grade.
5. Student attendance and participation in oral presentations and special class
activities are extremely important as it is not possible to assure that they can be
made up. If the student provides a valid and verifiable excuse, the facilitator may
determine a substitute evaluation activity if he/she understands that an equivalent
activity is possible. This activity must include the same content and language
components as the oral presentation or special activity that was missed.
6. In cooperative activities the group will be assessed for their final work. However,
each member will have to collaborate to assure the success of the group and the
assessment will be done collectively as well as individually.
7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own (see
Academic Honesty Policy).
8. If the Facilitator makes changes to the study guide, such changes should be
discussed with and given to students in writing at the beginning of the first workshop.
ECON 123 Introduction to Economics 14
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
9. The facilitator will establish a means of contacting students by providing an email
address, phone number, hours to be contacted and days.
10. The use of cellular phones is prohibited during sessions; if there is a need to have
one, it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior in the university
community established by the institution and in this course.
Note: If for any reason you cannot access the URL’s presented in the module, do
not stop your investigation. There are many search engines and other links you
can use to search for information. These are some examples:
• www.google.com
• www.altavista.com
• www.ask.com
• www.excite.com
• www.pregunta.com
• www.findarticles.com
• www.telemundo.yahoo.com
• www.bibliotecavirtualut.suagm.edu
• www.eric.ed.gov/
• www.flelibrary.org/
The facilitator may make changes or add additional web resources if deemed
necessary.
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.
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Each of us generates our own “rules” and “mental models,” which we use to make
sense of our experiences. Learning, therefore, is simply the process of adjusting our
mental models to accommodate new experiences. As teachers, our focus is on making
connections between facts and fostering new understanding in students. We will also
attempt to tailor our teaching strategies to student responses and encourage students to
analyze, interpret and predict information.
There are several guiding principles of constructivism:
1. Learning is a search for meaning. Therefore, learning must start with the issues
around which students are actively trying to construct meaning.
2. Meaning requires understanding wholes as well as parts. And parts must be
understood in the context of wholes. Therefore, the learning process focuses on
primary concepts, not isolated facts.
3. In order to teach well, we must understand the mental models that students use
to perceive the world and the assumptions they make to support those models.
4. The purpose of learning is for an individual to construct his or her own meaning,
not just memorize the "right" answers and regurgitate someone else's meaning.
Since education is inherently interdisciplinary, the only valuable way to measure
learning is to make the assessment part of the learning process, ensuring it
provides students with information on the quality of their learning.
5. Evaluation should serve as a self-analysis tool.
6. Provide tools and environments that help learners interpret the multiple
perspectives of the world.
7. Learning should be internally controlled and mediated by the learner.
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Workshop One
Specific Objectives
At the end of workshop student should be able to:
1. Define Economics as a social science.
2. Explain “scarcity” and “opportunity cost” as two key concepts in economic
analysis.
3. Define demand and supply as the basic tool in economic analysis.
4. Explain the most important determinants of demand and supply.
5. Build and explain graphical representations of demand and supply.
Language Objectives
1. Students should be able to actively and voluntarily participate on workshop
discussion.
2. Students should be able to read and understand the main ideas class materials,
and also able to answer questions and summarize information.
3. Students will listen to lectures and actively participate in class discussions.
Web Resources
Scarcity and opportunity cost.
http://www.netmba.com/econ/micro/cost/opportunity/
Supply, demand and equilibrium
http://ingrimayne.com/econ/DemandSupply/Adjustment2.html
http://www.whitenova.com/thinkEconomics/supply.html
Supply and demand analysis
http://financial-dictionary.thefreedictionary.com/supply-demand+analysis
http://en.wikipedia.org/wiki/Supply_and_demand
Determinants of Demand and Supply
www.ncee.net/resources/lessons/ap_resources/AP-Microeconomics-Visuals-Unit2.ppt
http://ecedweb.unomaha.edu/DEM_SUP/analysis.htm
Demand and Supply Terminology
http://csps.missouri.edu/Econ175/Teachme/Teachme.htm
http://www.cals.ncsu.edu/course/are012/lectur20.pdf
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Assignments before Workshop One
1. Read/research on the topics related to specific objectives in preparation for class
discussion.
2. Answer the following questions. Follow APA style. This document will be turned in at
the beginning of the workshop.
a. Define economics as a social science and explain the difference between a
social science and natural science.
b. Explain the apparent contradiction between limited resources and unlimited
wants.
c. Define opportunity cost and explain the difference between this economic
concept and accounting cost.
d. Define demand for a product or service. What does the law of demand say?
e. What happens to the demand for a product or service if the price increases?
What happens if the price falls?
f. How are equilibrium quantity and price determined in a free market economy?
3. Watch the following videos:
http://www.youtube.com/watch?v=M2EVwUa8HYA&feature=related
http://www.youtube.com/watch?v=0wnFCMrEtBE&feature=related. Take notes and
be prepared to discuss them in class.
4. Look for an article in a newspaper or magazine related to demand or supply of a
product. Summarize it and bring it to class.
Activities:
1. Short introduction of facilitator and students with an ice breaking activity. Share
contact information (method, day of the week, time, phone #, e-mail address). The
facilitator will discuss the class objectives, and course requirements and rules.
He/she will verify if the students are in the right class.
2. The facilitator will explain the journal, class project, and portfolio.
3. Selection of student’s representative.
4. Students will meet in groups to discuss the assignment number 2. They will discuss
the answers and will share them with the rest of the class.
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5. Demand-Supply activity. With the guide of the facilitator, students will complete this
exercise assuming the market for apartments is depicted in the following table.
Price
($100,000)
Quantity
demanded
Quantity
Supplied
Surplus or
Shortage?
Will price rise
or fall?
1.8 320 200
2.0 300 230
2.2 270 270
2.4 230 300
2.6 200 330
2.8 180 350
a. Complete missing data.
b. Establish equilibrium price and quantity
c. Graph supply and demand curves
6. The facilitator will assign additional problems and exercises.
7. Several students will verbally discuss the news article related to supply and demand.
8. Students will fill out the reflexive diary entry (see Appendix D).
9. The facilitator will discuss the homework for workshop two and will assign the topics
for the final project.
Assessment
Written Document Rubric
Oral Presentation Rubric
Class Participation Rubric
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Taller Dos
Objetivos Específicos
Al finalizar el taller, el estudiante podrá:
1. Definir y explicar el concepto de elasticidad de la demanda.
2. Aplicar el concepto de elasticidad en la toma de decisiones sobre precio.
3. Identificar factores que afectan la elasticidad de la demanda.
4. Distinguir entre elasticidad precio, elasticidad ingreso, y elasticidad precio
productos relacionados.
5. Calcular el coeficiente de elasticidad e interpretar su significado.
Objetivos de Lenguaje
1. Los estudiantes podrán expresarse de forma escrita utilizando el español como
el lenguaje de comunicación haciendo el uso correcto del vocabulario, la
gramática y los verbos.
2. Los estudiantes van a leer diversos textos en español para llevar a cabo el
proceso de análisis y comprensión de la lectura.
3. Los estudiantes son capaces de expresarse de forma oral utilizando la sintaxis
correcta y el uso correcto de los verbos.
Enlaces Electrónicos (URLs)
Demanda, Elasticidad, Ingreso Total de la Firma
http://www.econtools.com/jevons/java/elastic/Elasticity.html
http://www.eumed.net/cursecon/4/elasticidad-demanda.htm
Elasticidad Precio
http://www.quickmba.com/econ/micro/elas/ped.shtml
http://www.mailxmail.com/curso/empresa/economia/capitulo4.htm
Coeficientes elasticidad
http://www.bized.ac.uk/virtual/vla/the_ped/
http://www.aulafacil.com/cursosenviados/cursomicroeconomia/Lecc-7.htm
http://www.economia48.com/spa/d/coeficiente-de-elasticidad/coeficiente-de-
elasticidad.htm
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Asignaciones antes del Taller Dos
1. Leer y estudiar sobre los objetivos específicos del taller. Estar preparado para
discusión en clase.
2. Contestar las siguientes preguntas. El documento a entregar deberá seguir formato
APA (ver Anejo A). El documento vence al comienzo del taller.
a. Defina el concepto de elasticidad de la demanda.
b. Presente y explique la fórmula para calcular el coeficiente de elasticidad con
respecto al precio. Preste atención particular a la fórmula de un punto en lugar
de la fórmula de un arco.
c. Explique los tres tipos de elasticidad de la demanda: inelástica, unitaria, elástica.
d. El precio de la gasolina aumentó de $3.50/galón a $3.60/galón en un periodo de
un día. Por consiguiente, el consumo de gasolina disminuyó de 500,000 a
495,000 galones diarios. Calcule el coeficiente de elasticidad para la demanda
por gasolina durante ese periodo y lugar particular. ¿Cómo clasificaría usted la
elasticidad de la demanda por gasolina en este ejemplo? Explique la implicación
para el consumidor y para el vendedor.
e. Enumere y explique brevemente al menos tres factores que influyen en la
elasticidad de la demanda par un producto o servicio.
f. ¿Qué beneficio para el empresario tiene el conocer la elasticidad de la demanda
por su producto o servicio?
g. ¿Qué sucederá a los ingresos de una firma si:
a. la demanda es elástica y la empresa decide aumentar el precio?
b. la demanda es inelástica y la empresa decide disminuir el precio?
h. Estime el ingreso para la firma si la demanda es unitaria y el precio cambia de
$2.00 a $1.75. La demanda previa al cambio de precio era de 10,000 unidades.
i. Explique el concepto de elasticidad-ingreso de la demanda.
j. Explique el concepto de elasticidad-precio de productos relacionados.
3. Observe el siguiente video http://www.youtube.com/watch?v=T7vGDwGLU7s.
¿Qué opina acerca de la oferta y demanda de gasolina? ¿Qué soluciones ve usted?
4. Continúe trabajando con su portafolio (ver Anejos E-L) y con el proyecto final.
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Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Los estudiantes se reunirán en grupo para discutir las preguntas de asignación. El
facilitador aportará a la discusión (ver Anejo B).
3. Dramatización – Los estudiantes se mantendrán reunidos en grupos y desarrollarán
una dramatización del efecto de oferta, demanda y la elasticidad.
4. Ejercicio de práctica. El gerente de producto de una empresa deberá decidir sobre
si aumentar o disminuir el precio en un 5% o si mantener el precio actual. Dada la
información a continuación, y bajo la premisa de que se desea aumentar o por lo
menos no disminuir el ingreso total de la empresa, ¿qué recomendaría usted al
gerente?
Empresa Elasticidad Precio actual Demanda actual
A -0.25 $1.00 20,000
B -0.50 $3.00 18,000
C -0.75 $5.00 15,000
D -2.00 $7.00 12,000
E -2.75 $9.00 10,000
F -3.00 $10.00 5,000
5. Preguntas y respuestas; aclaración de dudas.
6. El facilitador ofrecerá ejemplos y ejercicios de práctica adicionales.
7. Prueba corta #1. Esta prueba evaluará el conocimiento del taller 1 y 2.
8. El facilitador discutirá las asignaciones antes del taller.
Avalúo
1. Llene su Diario Reflexivo (ver Anejo D).
2. Matriz valorativa para trabajos escritos.
3. Matriz valorativa para participación en grupo.
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Workshop Three
Specific Objectives
At the end of this Workshops student should be able to:
1. Distinguish between competitive and non competitive markets; provide
examples.
2. Define and establish the differences between the four types of market: perfect,
monopoly, monopolistic competition, oligopoly; provide examples.
3. Distinguish between fixed and variable costs and their relationship to the short
and long run.
4. Calculate average, marginal, and total cost; build graphical representations of
costs
5. Determine optimum level of production given the cost structure of the firm.
Language objectives
1. Express their ideas in spoken English effectively using graphic organizers.
2. Develop ideas to solve problems in an effective way.
3. Summarize main ideas using correct grammar and spelling in English after reading a
selection.
4. Use cooperative learning strategies to analyze and discuss a topic.
5. Use the reading process effectively
Web resources
Competitive and non competitive markets
http://ideas.repec.org/p/nbr/nberwo/2515.html
http://econpapers.repec.org/paper/nbrnberwo/2515.htm
Types of Market
http://www.cameron.edu/~abduls/mpp/chap17/sld001.htm
http://oregonstate.edu/instruct/econ201/osman/Lec10/sld001.htm
Fixed and Variable Costs
http://www.toolkit.com/small_business_guide/sbg.aspx?nid=P06_7510
http://accounting.suite101.com/article.cfm/fixed_and_variable_costs
Average, marginal, and total cost
ECON 123 Introduction to Economics 23
Prep. 2005. Pablo Andrades, EPM. Rev. 2008. Héctor López-Román, MBA
http://economics.fundamentalfinance.com/micro_atc_mc.php
http://www.eumed.net/cursecon/index.htm
http://www.eco.nm.ru/budget_constr.htm
http://www.tutor2u.net/economics/content/topics/competition/competition.htm
http://www.investopedia.com/university/economics/economics6.asp
http://www.business.uiuc.edu/seppala/econ102/lect14.pdf
Assignments before Workshop Three
1. Read/research on the topics related to specific objectives in preparation for class
discussion.
2. Answer the following questions (see Appendix A). Follow APA style. Document will
be turned in at the beginning of the workshop.
a. Describe the four types of market (perfect competition, monopoly, monopolistic
competition, oligopoly) and provide at least one example for each type
b. Explain the difference between variable and fixed costs and its relationship to the
short and long run.
c. Using the data provided (see table below), expand the table by calculating the
following cost, revenue, and profit/loss elements: (a) total fixed cost, (b) total
variable cost, (c) total cost, (d) marginal cost, (e) average fixed cost, (f) average
variable cost, (g) average total cost, total revenue, (h) marginal revenue, (i) profit
or loss. Unit price is $7.50. Assume all units produced are sold.
d. For the cost table obtained in question 3, build the following graphs and answer
the corresponding question:
a. Graph: total fixed cost, total variable cost and total cost. Why is there a
straight line?
ECON 123 Introduction to Economics 24
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b. Graph: average fixed cost, average variable cost, average total cost. Why
does the average variable cost curve show an increasing trend while the
other two curves show a decreasing trend?
c. Graph: total variable cost, total fixed cost, total cost, revenue, profit or
loss. How many units would you produce and why?
d. Graph: average total cost, marginal cost, marginal income. What is the
optimum production level? Why? Is your answer the same as in previous
question/graph?
Cost Table – questions #3 and #4
Units produced
Rent Salaries Other Exp.
fixed fixed variable variable
0 1,275 150 0 0
100 1,275 150 329 125
200 1,275 150 636 150
300 1,275 150 1,016 175
400 1,275 150 1,497 200
500 1,275 150 2,093 225
600 1,275 150 2,815 250
700 1,275 150 3,670 275
800 1,275 150 4,662 300
900 1,275 150 5,796 325
3. Watch the following video http://www.youtube.com/watch?v=7Gc7YBabWHg.
Take notes and bring them to class.
4. Keep working with your portfolio (see Appendixes E – L) and with your final
project.
ECON 123 Introduction to Economics 25
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Activities
1. The facilitator will start the class with a short review.
2. Students will verbally discuss their assigned questions. The facilitator will help with
the discussion.
3. Group Activity. The following is an incomplete cost structure for a given firm. You
have been hired to finish the job.
Qty Total Cost
Total Fixed Cost
Total Variable Cost
Average Fixed Cost
Average Variable Cost
Average Total Cost
Marginal Cost
0 1,000 1,000 0
100 500
200 475
300 450
400 500
500 700
600 1,000
700 1,400
800 1,900
900 2,500
1,000 3,000
a. Complete the table.
b. Determine the most profitable level of production. Verbal discussion.
4. The class will be divided into three groups. Each group will select a type of cost
(Fixed, Variable, Average or Marginal). Using an easel pad, students will create an
exercise and will discuss it in class.
5. The facilitator will assign additional practice problems.
6. Students will practice building graphical representations of costs.
7. The students are going to be divided in groups to dramatize different situations on
how economics can be applied to daily life.
ECON 123 Introduction to Economics 26
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8. The facilitator will offer an example to help students calculate the optimum level of
production given the cost structure of a firm. Discussion.
9. The facilitator will discuss the homework before next workshop.
Assessment
1. Fill out the Reflexive Diary entry (see Appendix D).
2. Class participation rubric.
3. Written document rubric
4. Portfolio rubric.
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Taller Cuatro
Objetivos Específicos
Al finalizar el taller el estudiante podrá:
1. Explicar el flujo circular de la actividad económica en una economía de libre
mercado
2. Distinguir entre mercado de producto y mercado de recursos
3. Definir y calcular el Producto Nacional Bruto (PNB / “GDP”)
4. Explicar la diferencia PNB y PNN (Producto Nacional Neto)
5. Definir y explicar las etapas del ciclo económico en una economía de libre
mercado
Objetivos de Lenguaje
1. Los estudiantes utilizarán estrategias efectivas para llevar a cabo discusiones
formales e informales incluyendo actividades de reflexión y análisis, respetando
diversos puntos de vista.
2. Los estudiantes desarrollarán ideas para solucionar problemas de una manera
efectiva.
3. Los estudiantes utilizarán el proceso de lectura efectivamente.
Enlaces Electrónicos
The bureau of Economic Analysis
http:// www.bea.doc.gov/
US Bureau of Labor Statistics
http://www.bls.gov/home.htm
Economía de Mercado Libre
http://www.economywatch.com/market-economy/free-market-economy.html
http://es.encarta.msn.com/encyclopedia_961520873/Econom%C3%ADa_de_libre_mer
cado.html
Producto Nacional Bruto
http://www.gestiopolis.com/canales/economia/articulos/no%2010/PIB%20-%20PNB.htm
http://www.youtube.com/watch?v=mZ-4eKreH3I
Etapas del ciclo económico
http://encarta.msn.com/encyclopedia_761554100/business_cycle.html
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Asignaciones antes del Taller Cuatro
1. Leer y estudiar sobre los temas relacionados con los objetivos específicos.
2. Contestar las siguientes preguntas. Vea Anejo A.
a. Con relación al flujo circular en una economía de libre mercado, ¿cuáles son los
dos tipos de mercado? Explique ambos mercados.
b. ¿Qué es “GDP”?
c. ¿Cuáles son los dos enfoques o formas para calcular el producto nacional
bruto?
d. Basado en el enfoque de gastos del “GDP”, explique cada uno de sus
componentes: C, I, G, X, Im. Explique qué incluye cada componente.
e. Visite el sitio en la red del “US Bureau of Economic Analysis”
http://www.bea.gov/ y obtenga los siguientes datos para el año 2007 (total para
el año). Compute el por-ciento (%) que representa cada componente del total.
a. “GDP” total
b. Gastos totales de consumo (C)
c. Gastos del Gobierno (G)
d. Inversión doméstica privada total (I)
e. Exportaciones totales (X)
f. Prepare un breve ensayo describiendo las cuatro etapas del ciclo económico en
una economía de libre mercado y como estas podrían afectar a los
consumidores. Use formato APA.
Actividades
1. El facilitador comenzará la clase con un breve repaso.
2. Los estudiantes se reunirán en pares para discutir las preguntas de asignación.
Cada par escogerá dos preguntas y las discutirán verbalmente con el resto de la
clase (vea Anejo B).
3. Problema de práctica: determine el valor del “GDP” mediante ambos métodos,
gastos e ingresos, utilizando la tabla presentada más adelante.
ECON 123 Introduction to Economics 29
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Gastos de consumo $245.00 Renta $14.00 Depreciación $27.00 Intereses $13.00 Ingreso Propietarios $33.00 Exportaciones netas $11.00 Dividendos $16.00 Compensación empleados $223.00 Impuestos Indirectos $18.00 Ganancias no distribuidas $21.00 Ganancias corporaciones $50.00 Gastos Gobierno $72.00 Inversión domestica privada neta $33.00
4. El facilitador ofrecerá ejercicios de práctica adicionales.
5. El facilitador entregará la prueba corta #2 que cubre los talleres 3 y 4 para realizar
en el salón de clases.
6. El facilitador discutirá las asignaciones antes del taller #5.
7. El facilitador aclarara dudas relacionadas con el proyecto final.
8. Los estudiantes se reunirán para ultimar detalles del proyecto.
Avalúo
1. Llene su diario reflexivo (vea Anejo D).
2. Prueba corta
3. Matriz valorativa de participación en clase.
4. Matriz valorativa para trabajos escritos.
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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.
Specific Objectives
At the end of this workshop, students should be able to:
1. Define and explain inflation and unemployment
2. Understand the methodology to calculate unemployment in the US and discuss
some deficiencies of such methodology
3. Identify the different types of unemployment
4. Discuss the Consumer Price Index (CPI) and calculate inflation based on the CPI
5. Explain some deficiencies of the CPI as a measure of inflation
Language Objectives
1. Summarize main ideas using correct grammar and spelling in English or Spanish
after reading a selection.
2. Use cooperative learning strategies to analyze and discuss a topic.
3. Use the reading process effectively.
Electronic Links
htpp://www.dol.gov
http://stats.bls.gov/eag.table.html
Assignments before Workshop Five
1. Read and research about the topics related to specific objectives.
2. Look for an article related to inflation and unemployment (in Spanish). Highlight
what you consider important. Be prepared to discuss them in class.
3. Prepare a two pages essay (in Spanish) about the consequences of unemployment
and of inflation in society (see Appendix A). Use APA style. For additional
information about APA visit the Learning Resources Center.
ECON 123 Introduction to Economics 31
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4. Answer the following questions (in English) (see Appendix A). Follow APA style.
Document will be turned in at the beginning of the workshop.
a. How is the labor force defined in the US?
b. How is unemployment calculated in the US?
c. Define the four types of unemployment in the US and provide at least one
example for each type.
d. Visit the web page of the “US Bureau of Labor Statistics”
http://data.bls.gov/cgi-bin/surveymost?bls and obtain the unemployment rate
in the US at the end of the last four quarters.
e. What is inflation?
f. What is the CPI?
g. How is the CPI calculated?
h. Visit the web page of the “Bureau of Economic Analysis” http://data.bea.gov,
and obtain the CPI for the last five years.
5. Find information and examples of the Consumer Price Index. Create a concept
map about this topic. Bring them to class.
6. Give the final touches to your portfolio.
Activities
1. The facilitator will start the class with a short review (in Spanish).
2. Students will meet in groups to discuss the inflation and unemployment articles.
The facilitator will participate in the discussion (in Spanish).
3. The facilitator will give some examples of practical problems to calculate labor
force, unemployment and inflation (in English).
4. Students will discuss the examples they found about Consumer Price Index (in
English).
5. Students will perform their Final Project presentations and will hand in their
reports (in English or Spanish).
6. A question and answers session will follow each presentation (in English or
Spanish).
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7. The student representative will start the class evaluation process.
8. Closing activity – to be determined by the facilitator.
Assessment
1. Oral presentation rubric
2. Written report rubric.
3. Portfolio rubrics
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Anejos/Appendixes
ECON 123 Introduction to Economics 34
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Appendix A / Anejo A
RUBRIC TO EVALUATE WRITTEN WORK
Student Name: ______________________ Date: _______________
Criteria Value Points Studen t 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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MATRIZ VALORATIVA PARA TRABAJOS ESCRITOS
Nombre del Estudiante: ______________________ Fecha: _______________
Criteri o Puntos Puntuación
Contenido
Este trabajo esta claro, enfocado e interesante. Identifica el propósito, objetivos e ideas principales del documento o actividad.
10
La presentación de ideas es coherente y puede ser seguida fácilmente.
10
El documento explica propiamente el contenido.
10
La presentación de ideas y argumentos esta basada en recursos presentados, consultados o discutidos en clase.
10
El documento demuestra substancia, lógica y originalidad.
10
El autor presenta su punto de vista en una manera clara, convincente y bien estructurada.
10
Contiene oraciones bien estructuradas y párrafos que facilitan la lectura y comprensión del documento.
10
Lenguaje Demuestra un conocimiento del español (vocabulario, sintaxis y flujo de ideas).
10
Usa gramática apropiada y correctamente.
10
Maneja verbos y acentuación apropiada y correctamente.
10
Total P untos 100 (70% cont enido y 30% lenguaje)
Puntuación Total : _______
Student’s Signature: ____________________Facilitator’s Signature:___________________
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Anejo B/Appendix B
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criteri o Puntos Puntuación del estudiante
Asistió a las reuniones o actividades del grupo.
10
Colaboró en la planificación y organización de las reuniones o actividades de grupo.
10
Demostró disposición para cooperar con el grupo.
10
Contribuyó frecuentemente a las discusiones del grupo
10
Participó activamente en las reuniones y actividades.
10
Demostró interés en las discusiones y actividades del grupo.
10
Vino preparado(a) a las reuniones, actividades y discusiones del grupo.
10
Demostró atención y apertura a los puntos y argumentos de sus compañeros.
10
Contribuyó al grupo con material e información adicional.
10
Contribuyó significativamente al trabajo que presentó el grupo.
10
Totals 100
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RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIE S
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteri a Points Students Points
Attended all the meetings and activities of the group.
10
Collaborated with the planning and organization of activities of the group.
10
Demonstrated cooperation and team work with the group.
10
Contributed frequently with the discussions of the group.
10
Participated actively in the meetings and activities.
10
Demonstrated interest in the discussions and activities of the group.
10
Came prepared to meetings, activities and discussions of the group.
10
Demonstrated attention to the arguments within the group.
10
Contributed to the group with additional information.
10
Contributed significantly with the work that presented the group.
10
Totals 100
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Anejo C/Appendix C
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVID UAL/GRUPAL
ORAL
Nombre del estudiante: _______________________Fecha:_________________
Criteri o Puntos Puntuación del estudiante
Conten ido Realiza una introducción efectiva del tema identificando el propósito, objetivo e ideas principales que se incluyen en la presentación.
10
La presentación es organizada y coherente y puede seguirse con facilidad.
10
El presentador demuestra dominio del tema o materia de la presentación al explicar con propiedad el contenido y no incurrir en errores.
10
Las ideas y argumentos de la presentación están bien fundamentados en los recursos presentados, consultados o discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, manejo de la audiencia, manejo del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos, interpretaciones, aplicaciones y evaluación de procesos o experiencias en el contenido del curso.
10
Lenguaje Pronunciación de las palabras es clara y de manera correcta para que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma asignado.
10
Uso correcto del vocabulario para expresar el mensaje adecuadamente.
10
Total de Puntos 100 (70% de contenido y 30%
Lenguaje)
Puntuación del Estudiante:
________ Firma del Estudiante: _________________ Firma del Facilitador: ____________________
ECON 123 Introduction to Economics 39
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content Performs an effective introduction to the theme identifying the objectives, ideas and principles that are included in the presentation.
10
The presentation is organized and coherent, and could be easily followed
10
The presenter demonstrates domain of the theme or subject by means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the audience;
10
Uses a variety of speaking strategies to define concepts, interpretation, application and evaluation of processes using experience on concepts or content of class.
10
Language Student pronounces words in a clear and correct manner so as to make the correct language used understood to others.
10
Correct use of grammar and verb conjugation.
10
Use of correct use of vocabulary words to express message.
10
Total Points 100 (70% of content and 30% of language)
Student’s Total Score: ________
Student’s signature: __________________Facilitator’s Signature: __________________
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Anejo D/Appendix D
DIARIO REFLEXIVO Nombre ____________________________
Fecha ____________________________
El propósito de este diario es el de reflexionar y escribir sobre los conceptos, los
sentimientos y las actitudes que se desatan a partir de la discusión y los trabajos de
cada taller. Este proceso le ayudará en su autoanálisis, así como propiciará la auto
evaluación.
Utilizando las siguientes preguntas guías, reflexione sobre lo presentado en el taller y
conteste las mismas en forma de ensayo con excelente gramática, ortografía y
puntuación:
1. Hoy aprendí….
2. Este tema presentado en clase me ayuda a……
3. Puedo aplicar lo discutido en la clase a mi vida y experiencias personales…
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Reflexive Diary
Name ____________________________
Date ____________________________
The purpose of this diary is to reflect and write about the concepts, feelings, and
attitudes experienced after class discussion and assignments. This process will help
your self-assessment.
Using the following questions, reflect about what was presented in this workshop and
answer the questions following an essay style using excellent grammar, syntax and
punctuation:
1. Today I learned…
2. The topic presented today helps me…
3. I can apply today’s discussion to my life and personal experiences…
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Anejo E/ Appendix E
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 G ).
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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 F ).
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 J ). 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 K ).
• 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 L ).
ECON 123 Introduction to Economics 44
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Anejo F/Appendix F
PORTFOLIO INFORMATIONAL SHEET
Sistema Universitario Ana G. Méndez Metro Orlando Campus
Universidad del Este, Universidad Metropolitana, Un iversidad del Turabo Check one: � Universidad del Este � Universidad Metropolitana � Universidad del Turabo Check one: � Undergraduate
� Graduate
Concentration
Student’s Name
Facilitator’s Name
Cour se:
Portfolio rated as
Reason of this rate
ECON 123 Introduction to Economics 45
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Anejo G/Appendix G
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 H/Appendix H
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.
ECON 123 Introduction to Economics 47
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Anejo I/Appendix I
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
ECON 123 Introduction to Economics 49
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Anejo J/Appendix J
Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments
Student’s response and comments
ECON 123 Introduction to Economics 50
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Anejo K/Appendix K
Use and Return of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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
ECON 123 Introduction to Economics 51
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Anejo L/Appendix L
Use and Discard of Portfolio
Sistema Universitario Ana G. Méndez Universidad del Este, Universidad Metropolitana, Un iversidad 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