Sistema Universitario Ana G. Méndez Florida Campuses 123 DLP... · Conocer e interpretar elementos...

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



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.



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%



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.



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,



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



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.



6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar

las múltiples perspectivas que existen en el mundo.

7. El aprendizaje debe ser controlado internamente y analizado por el

estudiante.



Study Guide

Course Title 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.



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.



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



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.



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.



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

sense of our experiences. Learning, therefore, is simply the process of adjusting our

mental models to accommodate new experiences. As teachers, our focus is on making

connections between facts and fostering new understanding in students. We will also

attempt to tailor our teaching strategies to student responses and encourage students to

analyze, interpret and predict information.

There are several guiding principles of constructivism:

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

around which students are actively trying to construct meaning.

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

understood in the context of wholes. Therefore, the learning process focuses on

primary concepts, not isolated facts.

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

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

4. The purpose of learning is for an individual to construct his or her own meaning,

not just memorize the "right" answers and regurgitate someone else's meaning.

Since education is inherently interdisciplinary, the only valuable way to measure

learning is to make the assessment part of the learning process, ensuring it

provides students with information on the quality of their learning.

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

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

perspectives of the world.

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



Workshop One

Specific Objectives

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



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.



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



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



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.



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.



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



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?



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.



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.



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.



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



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.



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.



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.



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).



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



Anejos/Appendixes



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:___________________



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:___________________



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



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



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: ____________________



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: __________________



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…



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…



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 ).



• 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 ).



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



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



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.



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?



� 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



Anejo J/Appendix J

Portfolio Assessment Feedback Template Strengths Weaknesses Improvement Ideas Facilitator’s comments

Student’s response and comments



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



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

Sistema Universitario Ana G. Méndez Florida Campuses 123 DLP... · Conocer e interpretar elementos...

Documents

Transcript of Sistema Universitario Ana G. Méndez Florida Campuses 123 DLP... · Conocer e interpretar elementos...