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Sistema Universitario Ana G. Méndez, Inc.
School for Professional Studies
Florida Campuses
Universidad del Este, Universidad Metropolitana, and Universidad del Turabo
HURM 400
SEGURIDAD Y SALUD OCUPACION
OCCUPATIONAL HEALTH AND SAFETY
© Sistema Universitario Ana G. Méndez, Inc. 2012
Derechos Reservados
© Ana G. Méndez University System, Inc. 2012
All rights reserved
May 1, 2012
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 2
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Prepared based on the course syllabus 2012 of the School of School of Business and
Entrepreneurship, with the collaboration of:
Dr. Gabriel Díaz Olmeda, Module Development Specialist
Karl Tomecek, Module Development Specialist
Fidel Tavara, English Language Specialist
Barbaro Forteza, Spanish Language Specialist
Joe Hernández, Curriculum and Instructional Design
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TABLA DE CONTENIDO/TABLE OF CONTENTS
Página/Page
GUÍA DE ESTUDIO ...................................................................................................................... 4
STUDY GUIDE ............................................................................................................................ 17
TALLER UNO.............................................................................................................................. 30
WORKSHOP TWO ...................................................................................................................... 36
TALLER TRES ............................................................................................................................ 41
WORKSHOP FOUR .................................................................................................................... 47
TALLER CINCO/WORKSHOP FIVE ........................................................................................ 53
APPENDIX A: NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED
INSTRUCTION ............................................................................................................................ 61
APPENDIX B: 6-TRAITS WRITING RUBRIC ......................................................................... 66
APPENDIX C/ANEJO C .............................................................................................................. 74
APPENDIX D/ANEJO D ............................................................................................................. 76
APPENDIX E/ANEJO E .............................................................................................................. 78
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GUÍA DE ESTUDIO
Título del Curso: Seguridad y Salud Ocupacional
Codificación: HURM - 400
Créditos: Tres
Duración: Cinco Semanas
Prerrequisito: MANA – 210
Descripción
El curso se diseñó para que los estudiantes conozcan los conceptos básicos sobre las
reglas y normas de seguridad y salud ocupacional existentes (OSHA, EPA, ADA). Se
dará énfasis en el análisis y prevención de accidentes, y registrar los mismos. Se discuten
las teorías de ocurrencia de accidentes, compensación del empleado, funciones del
personal de seguridad, cumplimiento de normas, conceptos de evasión de riesgos,
investigación de accidentes, sistema de información, sistemas de protección del personal,
primeros auxilios, ergonomía y otros.
Objetivos Generales
Al finalizar el curso, el estudiante:
1. Conocerá la administración de la seguridad y salud.
2. Aprenderá el desarrollo de la función de seguridad y salud.
3. Aprenderá los conceptos en la prevención de riesgos y el impacto de las
regulaciones federales.
4. Conocerá la seguridad de los procesos y preparación para siniestros si como la
protección personal y primeros auxilios.
5. Desarrollará las destrezas para trabajar con el control ambiental y ruido.
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6. Conocerá sobre el proceso de manejo y almacenamiento de materiales y la
protección contra incendios.
7. Aprenderá sobre el proceso de medidas preventivas en el área de construcción.
8. Conocerá el rol de las agencias federales y otras que conducen inspecciones
(OSHA, EPA, y Otras).
Objetivos de Lenguaje Generales
1. Escuchar: Escuchar las presentaciones y discusiones de la clase en inglés y en
español de manera de poder compartir, comparar, y desarrollar nuevas ideas en
forma colaborativa. Responder a estímulos auditivos tales como videos,
presentaciones audiovisuales, y las actividades interactivas en el laboratorio de
idiomas y en línea.
2. Hablar: Analizar las asignaciones de lecturas y artículos y compartir oralmente
puntos de vistas e ideas con sus compañeros de clase de manera de demostrar las
habilidades necesarias para preparar asignaciones escritas, diarios, proyectos en
inglés y/o en español. Usar el laboratorio de idiomas y el laboratorio en línea para
practicar las destrezas de lenguaje en inglés y en español.
3. Leer: Leer, analizar, resumir, parafrasear y comprender todas las asignaciones de
lecturas y presentaciones de la clase. Investigar ampliamente a través de la
internet y los recursos del laboratorio en línea y de idiomas.
4. Escribir: Resumir las ideas principales, escribir reflexiones, ensayos, proyectos, y
otros trabajos escritos utilizando el estilo de publicación de APA con claridad y
buen uso de gramática y ortografía en inglés y/o en español. Los estudiantes
aplicarán las seis características del proceso de escritura (ver Anejo B) en formato
APA (última edición) y sin errores gramaticales o de sintaxis. También utilizarán
una variedad de estrategias para escribir textos con fluidez en ambos idiomas, en
las notas, los ensayos y en los resúmenes que demuestran la comprensión y la
síntesis de contenido, de los procesos y de las experiencias de una variedad de
medios.
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Requisitos del Laboratorio de Lenguaje o Laboratorio Electrónico: (Tell Me More,
Net Tutor, Wimba Voice, Biblioteca Virtual y Voice E-mail.)
Requisitos Mínimos de Laboratorio de Lenguaje: Los estudiantes deben
demostrar que ellos han cumplido con 10 horas de uso en el laboratorio de
lenguaje (inglés y español) por curso. Esto iguala al uso del laboratorio de
lenguaje por dos horas semanales para cada lenguaje por curso. El facilitador
podría requerir más horas de práctica basado en las necesidades para las destrezas
auditivas, orales, de lectura y escritura en cualquiera de los lenguajes
mencionados. El total de horas de práctica el laboratorio de lenguaje o e-lab
deben de estar integradas en la sección de actividades del módulo.
Descripción del Proceso de Evaluación:
Criterios de evaluación Por ciento (%) Puntuación
Participación/Asistencia 10% 40
Examen o pruebas cortas 20% 80
Portafolio 15% 60
Ensayos 30% 120
Presentaciones Orales 20% 80
Total 100% 400
NOTA: Las matrices valorativas que se utilizarán en cada actividad se incluyen como
anejos. Los estudiantes serán evaluados en términos de su dominio del contenido del
curso, además de su dominio de los lenguajes de español e inglés.
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Uso del laboratorio electrónico, asistencia, participación y trabajos en grupo:
La asistencia a cada taller es obligatoria. La impuntualidad y las inasistencias afectarán
inevitablemente el promedio final. El estudiante deberá seguir las instrucciones que
aparecen publicadas en la sección “Asignaciones antes del taller” y asistir debidamente
preparado para participar durante el taller.
Además de la ejercitación individual, la dinámica de la clase incluirá diversas actividades
cooperativas. Los estudiantes se organizarán en grupos o en pares y llevarán a cabo
diferentes tareas que requerirán la participación activa de todos por igual.
Comentarios de textos literarios: Los estudiantes leerán y analizarán diferentes textos
académicos que el facilitador seleccionará en la Biblioteca virtual. De acuerdo con la
tipología escogida, interpretarán, contextualizarán y realizarán proyecciones a partir de
las ideas del autor.
Exámenes Prácticos: A lo largo del curso, para evaluar el nivel de conocimientos y
habilidades, el facilitador administrará a los estudiantes varios exámenes.
Ensayos: Los estudiantes redactarán varios ensayos. La presentación de los ensayos
deberá realizarse de acuerdo con la normativa que establece APA.
Trabajos escritos y orales: A lo largo del curso, los estudiantes producirán textos de
acuerdo con la tipología abordada; redactarán reflexiones y comentarios. También
elaborarán organizadores gráficos, como mapas conceptuales y esquemas de llaves.
Los estudiantes compartirán con la clase sus ensayos, y varias presentaciones en
PowerPoint.
Portafolio digital: Al finalizar el curso, los estudiantes entregarán el portafolio digital,
una selección de los trabajos más importantes, organizados en un orden prestablecido de
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acuerdo con el protocolo del Manual de portafolios (Performance Portfolio Assessment
Handbook).
Escala:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Requisitos de APA (versión 6) para citar los Textos a Usarse en el Módulo
Para los Textos Recomendados y Recursos utilice el estilo APA, (6ª. Ed.). Incluya al
menos un libro electrónico de la Biblioteca Virtual http://bibliotecavirtualut.suagm.edu/
La fecha de publicación de un libro no deberá ser mayor de 5 años según lo exige la
Comisión de Educación Independiente de la Florida.
Libro(s)
Asfahl, C. Ray ; Rieske, David W. (2010) Seguridad industrial y administración de la
salud (Sexta edición). Upper Saddle River, N.J. : Prentice Hall. ISBN 978-607-442-
939-8 Edición en Español ($82.00)
Asfahl, C. Ray, (2010). Industrial Safety and Health Management (6th Edition). Upper
Saddle River, N.J. : Prentice Hall. ISBN 10-0132368714 Edición en Inglés ($121.69)
Confer, Robert G. (May 12, 1999) Occupational Health and Safety: Terms, Definitions
and Abbreviations (2nd Edition). CRC Press. ISBN-10: 1566703611 | ISBN-13: 978-
1566703611 Edición en Inglés ($105.39)
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Libro(s) Electrónico(s)
United States Department of Labor, (2012). OSH Act of 1970 Press. Recuperado de:
http://www.osha.gov/pls/oshaweb/owasrch.search_form?p_doc_type=OSHACT
United States Department of Labor, (2012). Diccionario de OSHA/Términos Generales
de OSHA. Recuperado de:
http://www.osha.gov/dcsp/compliance_assistance/spanish/osha_general_terms_ensp.html
USF SafetyFlorida, (2012). USF SafetyFlorida Consultation. Recuperado de:
http://www.usfsafetyflorida.com/
Descripción de las Normas del Curso
1. Este curso sigue el modelo “Discipline-Based Dual Language Immersion
Model®” del Sistema Universitario Ana G. Méndez, Inc. el cual está diseñado
para promover el desarrollo de cada estudiante como un profesional bilingüe.
Cada taller 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 ofrezca 50% en inglés y 50% en español. Para mantener un balance, el
módulo debe especificar que se utilizarán ambos idiomas en el quinto taller,
dividiendo el tiempo y las actividades equitativamente entre ambos idiomas. Las
primeras dos horas son estrictamente en español y las últimas dos en inglés.
Los cursos de idiomas deben ser desarrollados en el idioma correspondiente, en
inglés o en español, según aplique.
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2. El curso es conducido en formato acelerado y bilingüe, esto requiere que los
estudiantes sean sumamente organizados, enfocados y que se preparen antes de
cada taller de acuerdo al módulo. El estudiante debe hacer todo esfuerzo para
desarrollar las destrezas en los dos idiomas usando los recursos de lenguaje
disponibles dentro y fuera de la institución. El convertirse en un profesional
bilingüe es un proceso complejo y exigente. Cada taller requiere un promedio de
diez (10) horas de preparación y en ocasiones requiere más para poder tener éxito
lingüístico y académico.
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 puede elegir una de estas dos alternativas:
(a) permitirle al estudiante reponer el trabajo o (b) asignarle trabajo adicional
además del trabajo que el estudiante tenga que reponer.
Toda tarea a ser completada antes del taller deberá ser entregada en la fecha
asignada. El facilitador ajustará la nota de las tareas repuestas.
4. Si un estudiante se ausenta a más de un taller el facilitador tendrá las
siguientes opciones:
a. Si es a dos talleres, el facilitador reducirá la nota existente en un
grado.
b. Si el estudiante se ausenta a tres talleres, el facilitador reducirá la
nota existente en dos grados.
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5. La asistencia y participación en actividades de la clase y en presentaciones orales
es extremadamente importante pues éstas no se pueden reponer. Si el estudiante
provee una excusa válida y verificable, el facilitador determinará una actividad
equivalente a evaluar que sustituya la misma. Esta actividad deberá incluir el
mismo contenido y componentes del lenguaje como la presentación oral o
actividad que requiera repuesta.
6. En actividades grupales, el grupo será evaluado por su trabajo final. Sin embargo,
cada miembro de grupo deberá participar y cooperar para lograr un trabajo de
excelencia. Los estudiantes también recibirán una calificación individual.
7. Se espera que todo trabajo escrito sea de la autoría de cada estudiante y no
plagiado. Se requiere que todo trabajo sometido al facilitador cumpla con las
reglas para citar apropiadamente o que esté parafraseado y citado dando crédito al
autor. Todo estudiante debe ser el autor de su propio trabajo. Todo trabajo que
sea plagiado, copiado o presente trazos del trabajo de otro estudiante o autor será
calificado con cero. El servicio de SafeAssign TM
de Blackboard será utilizado
por los facilitadores para verificar la autoría de los trabajos escritos de los
estudiantes. Es responsabilidad del estudiante de leer la política de plagio de su
universidad. Si usted es estudiante de UT, deberá leer la Sección 11.1 del Manual
del Estudiante. Si es estudiante de UMET y UT, refiérase al Capítulo 13,
secciones 36 y 36.1 de los respectivos manuales.
Se espera un comportamiento ético en todas las actividades del curso. Esto
implica que TODOS los trabajos tienen que ser originales y que para toda
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referencia utilizada deberá indicarse la fuente, bien sea mediante citas o
bibliografía utilizando el estilo APA, versión 6. No se tolerará el plagio y, en caso
de que se detecte casos del mismo, el estudiante se expone a recibir cero en el
trabajo y a ser referido al Comité de Disciplina de la institución. Los estudiantes
deben observar aquellas prácticas dirigidas para evitar incurrir en el plagio de
documentos y trabajos pues va en contra de la ética profesional.
8. Para el facilitador poder hacer cambios a las actividades del módulo o guía de
estudio, deberá ser aprobado por el Director de Facultad y Currículo antes de la
primera clase. Es requisito que el facilitador discuta y entregue una copia de los
cambios a los estudiantes al principio del primer taller.
9. El facilitador establecerá los medios para contactar a los estudiantes proveyendo
su correo electrónico de SUAGM, teléfonos, día y 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 parientes no registrados en el curso no está permitida en el
salón de clases.
12. Todo estudiante está sujeto a las políticas y normas de conducta y
comportamiento que rigen al SUAGM, al curso y a un adulto profesional.
Nota: Si por alguna razón no puede acceder las direcciones electrónicas ofrecidas en el
módulo, notifique al facilitador pero no se limite a ellas. Existen otros motores de
búsqueda y sitios Web que podrá utilizar para la búsqueda de la información deseada.
Algunas de éstos son:
www.google.com
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www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
Para comprar o alquilar libros de texto o referencias nuevas o usadas puede visitar:
http://www.chegg.com/ (alquiler)
http://www.bookswim.com/ (alquiler)
http://www.allbookstores.com/ (compra)
http://www.alibris.com/ (compra)
Éstos son sólo algunas de las muchas compañías donde puede comprar o alquilar libros.
El facilitador puede realizar cambios a las direcciones electrónicas y/o añadir otras de
índole profesional y que contengan las investigaciones más recientes del tópico del
módulo, de ser necesario.
CUMPLIMIENTO DE LA LEY DE INVESTIGACIÓN:
Si el facilitador o el estudiante requiriera o deseara llevar a cabo una investigación
o la administración de cuestionarios o entrevistas, éstos deberán referirse a las
normas y procedimientos de la Oficina de Cumplimiento y solicitar su autorización.
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Para acceder a los formularios de la Oficina de Cumplimiento pueden visitar este
enlace:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp y seleccionar los formularios
que necesite. Además de los formularios el estudiante/facilitador puede encontrar
las instrucciones para la certificación de investigación en línea. Estas certificaciones
incluyen: Institutional Review Board (IRB), Health Information Portability and
Accountability Act (HIPAA), y Responsibility Conduct for Research Act (RCR).
De tener alguna duda, favor de comunicarse con las Coordinadoras Institucionales o a la
Oficina de Cumplimiento a los siguientes teléfonos:
Sra. Evelyn Rivera Sobrado, Directora Oficina de Cumplimiento
Tel. (787) 751-0178 Ext. 7196
Srta. Carmen Crespo, Coordinadora Institucional Cumplimiento – UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, Coordinadora Institucional Cumplimiento – Turabo
Tel. (787) 743-7979 Ext.4126
Dra. Rebecca Cherry, Coordinadora Institucional Cumplimiento - UNE
Tel. (787) 257-7373 Ext. 3936
Filosofía y Metodología Educativa
Este curso está basado en la filosofía educativa del Constructivismo. El Constructivismo
es una filosofía de aprendizaje fundamentada en la premisa, de que, reflexionando a
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través de nuestras experiencias, podemos construir nuestro propio entendimiento sobre el
mundo en el que vivimos.
Cada uno de nosotros generasus propias “reglas “y “modelos mentales” que utilizamos
para darle sentido a nuestras experiencias. Aprender, por lo tanto, es simplemente el
proceso de ajustar nuestros modelos mentales para poder entender nuevas experiencias.
Como facilitadores, nuestro enfoque es el de mantener una conexión entre los hechos con
las experiencias 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, predecir información y
aplicarla a la vida diaria.
PRINCIPIOS DEL CONSTRUCTIVISMO:
1. El aprendizaje es una búsqueda de significados. Por lo tanto, el aprendizaje debe
comenzar con situaciones en las cuales los estudiantes estén buscando activamente
construir un significado.
2. Para construir “un significado” se requiere comprender todas las partes: globales y
específicas (“from whole to parts”). Ambas partes deben entenderse en el contexto
del todo. Por lo tanto, el proceso de aprendizaje se enfoca en los conceptos primarios
en contexto y 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.
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4. El propósito del aprendizaje, es para un individuo, el construir su propio significado,
y no sólo el de memorizar las respuestas “correctas” y repetir el significado de otra
persona. Como la educación es intrínsecamente interdisciplinaria, la única forma
válida para asegurar el aprendizaje es hacer de la evaluación parte esencial de dicho
proceso, asegurando que el mismo provea a los estudiantes con la información sobre
la calidad de su aprendizaje.
5. La evaluación debe servir como una herramienta de auto-análisis.
6. Proveer herramientas y ambientes que ayuden a los estudiantes a interpretar las
múltiples perspectivas que existen en el mundo.
7. El aprendizaje debe ser controlado internamente y analizado por el estudiante.
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STUDY GUIDE
Course Title: OCCUPATIONAL HEALTH AND SAFETY
Code: HURM - 400
Credits: Three
Time Length: 5 Weeks
Pre-requisite: MANA – 210
Course Description:
This course was designed for students to learn basic concepts about rules and policies of
security and occupational health such as (OSHA, EPA, ADA). Emphasis will be given to
the analysis and prevention of accidents and how to register them. Accident theories,
compensations, security personnel, norms and regulations, risk evasion, accident
research, personnel protection systems, first aid, ergonomics, and other related topics will
be covered in class.
General Objectives:
At the end of the course, the student will be able to:
1. Know the administration of health and security.
2. Learn about the development of the function of health and security.
3. Learn about the concepts of risk prevention and the impact on federal regulations.
4. Know about security processes and preparedness for emergencies.
5. Develop skills to work with environment and noise control.
6. Learn about management process, storage of materials, and fire protection.
7. Learn about preventive measures in the construction area.
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8. Learn about the role of federal agencies and other agencies that perform inspections
(OSHA, EPA, and others).
General Language Objectives:
1. Listening: Listen to presentations and class discussions in English and Spanish so as
to be able to share, compare and develop new ideas collaboratively. Respond to
auditory stimuli such as videos, audio-visual presentations and interactive activities in
the language laboratory as well as on-line.
2. Speaking: Analyze assigned readings and articles and share points of view and ideas
orally with classmates in a way which demonstrates the skills needed to prepare
written assignments, journals and projects in English and/or Spanish. Use the
language laboratory and the online laboratory to practice language skills in English
and Spanish.
3. Reading: Read, analyze, summarize, paraphrase and understand all assigned readings
and presentations of the class. Vigorously investigate through the internet and online
laboratory and language resources.
4. Writing: Summarize the main ideas; write reflective journals, essays, projects and
other written works using the APA style of publication with clarity and good use of
grammar and spelling in English and/or Spanish. Students will demonstrate proper
writing conventions (refer to Appendix B –Six Traits for Writing) by applying APA
style format version six (6), without any grammatical or syntax errors in both English
and Spanish. They will write notes, essays, workshop summaries that demonstrate
comprehension, synthesis of content, reflective journals and experiences from a
variety of media.
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E-Lab (Language Lab) Requirements (Tell Me More, Net Tutor, Wimba Voice, Virtual
Library, & Voice E-mail.)
Language Lab Minimum Requirement: Students must demonstrate that they
have complied with 10 hours of language lab or e-lab usage for each language
(English and Spanish) per course. This equates to the use of the language lab or
e-lab for two hours weekly for each language per course. The facilitator may
require a higher number of hours for language lab practice based on the language
needs for listening, speaking, reading, and writing skills in either or both
languages. The total amount of language lab or e-lab hours is integrated in
the activities for each workshop in the module.
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Description of the Evaluation Process:
Evaluation Criteria Percentage (%) Score
Participation/Attendance 10% 40
Review or short quizzes 20% 80
Portfolio 15% 60
Essays 30% 120
Oral Presentations 20% 80
Total 100% 400
NOTE: The rubrics to be used for these evaluations are included at the end of the module.
The student will be evaluated in terms of their dominance of the content of the course
and, also the dominance of the languages, both English and Spanish.
Use of the electronic laboratory, attendance, participation and work in Group:
Each workshop attendance is compulsory. Any tardiness and "no shows" will ultimately
affect the final average. The student must follow the instructions which are published in
the section "Assignments before the workshop" and attend duly prepared to participate
during the workshop.
In addition to the individual exercising, the dynamics of the class will include various
cooperative activities. Students will be organized in groups or in pairs and carry out
different tasks that will require the active participation of all alike.
Literary text comments: Students will read and analyze different academic texts that the
facilitator will select in the virtual library. According to the chosen type, they will
interpret, contextualize and carry out projections from the ideas of the author.
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Practical tests: Throughout the course, to evaluate the level of knowledge and skills, the
facilitator will administer several tests to students.
Essays: The students will draft several essays. The presentation of trials will be
conducted according to the rules established by APA.
Written and oral work: Throughout the course, students will produce texts according to
the typology addressed; they will draft reflections and comments. They will also develop
graphic organizer, such as concept maps and schemes of keys.
Students will share their essay and several PowerPoint presentations with the class.
Digital portfolio:
Each student must prepare a digital portfolio. Prior to the first workshop, the facilitator
must upload the last edition of the official Digital Performance Portfolio Assessment
Handbook to Blackboard. During the first workshop, the facilitator must discuss in detail
the process and expectations of the use of the digital portfolio to demonstrate linguistic
and academic progress to achieve the goal of becoming a dual language professional.
Scale:
100-90 A 89-80 B 79-70 C 69-60 D 59-00 F
Requirements for the Use of APA (Version 6) for Citations of Textbooks
For Recommended Texts and Resources, use the latest edition of APA Publishing
Manual. Include at least ONE e-book from the Virtual Library at
http://bibliotecavirtualut.suagm.edu/
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 22
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Textbooks must have a publication date of 5 years as required by the Florida
Commission of Independent Learning.
Book(s)
Asfahl, C. Ray ; Rieske, David W. (2010). Seguridad industrial y administración de la
salud. (Sexta edición). Upper Saddle River, N.J.: Prentice Hall. ISBN 978-607-
442-939-8. Spanish Edition ($82.00)
Asfahl, C. Ray, (2010). Industrial Safety and Health Management. (6th Edition). Upper
Saddle River, N.J.: Prentice Hall. ISBN 10-0132368714. English Edition
($121.69)
Confer, Robert G. (May 12, 1999). Occupational Health and Safety: Terms, Definitions
and Abbreviations. (2nd Edition). CRC Press. ISBN-10: 1566703611 | ISBN-13:
978-1566703611. English Edition ($105.39)
E-Book (s)
United States Department of Labor, (2012). OSH Act of 1970 Press. Retrieved from:
http://www.osha.gov/pls/oshaweb/owasrch.search_form?p_doc_type=OSHACT
United States Department of Labor, (2012). Diccionario de OSHA/Términos Generales
de OSHA. Retrieved from:
http://www.osha.gov/dcsp/compliance_assistance/spanish/osha_general_terms_ensp.html
USF SafetyFlorida, (2012). USF SafetyFlorida Consultation. Retrieved from:
http://www.usfsafetyflorida.com/
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 23
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Description of Course Policies
1. This course follows the Sistema Universitario Ana G. Méndez, Inc. Discipline-
Based Dual Language Immersion Model® designed to promote each student’s
development as a Dual Language Professional. Workshops will be facilitated in
either English or Spanish, strictly using the 50/50 model. This means that each
workshop will be conducted entirely in the language specified for the workshop. The
language used in each workshop needs to be alternated to insure that 50% of the
course is conducted in English and 50% in Spanish. To maintain this balance, the
course module will indicate that both languages must be used during the fifth
workshop, dividing the workshop activities between the two languages. The first two
hours will be in Spanish and the last two hours in English. 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 and dual language format. This requires
that students prepare in advance for each workshop according to the course module.
Students must be structured, organized, committed, and focused to ensure linguistic
and academic success. In order to achieve proficiency expectations in English and in
Spanish, the student must strive to take advantage of all language resources in the
university and in their community since becoming a dual language professional is a
complex and challenging task. Each workshop requires an average of ten hours of
preparation, but could require more.
3. Attendance to all class sessions is mandatory. A student who is absent to a workshop
must present a reasonable excuse to the facilitator who in turn will evaluate the reason
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 24
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for the absence. If it is justified, the facilitator will 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/or make-up work.
4. If a student is absent to more than one workshop, the facilitator will have the
following options:
b. If a student misses two workshops, the facilitator may lower one grade
level based on the student’s existing grade.
c. If the student misses three workshops, the facilitator may lower two
grade levels based on the student’s 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 learning activities, the group will be assessed for their final work as a
group. However, each member will have to collaborate to assure the success of the
group. Students will also receive an individual grade for their work.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 25
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7. It is expected that all written work will be solely that of the student and should not be
plagiarized. That is, the student must be the author of all work submitted. All quoted
or paraphrased material must be properly cited, with credit given to its author or
publisher. It should be noted that plagiarized writings are easily detectable and
students should not risk losing credit for material that is clearly not their own.
SafeAssignTM
, a Blackboard plagiarism deterrent service, will be used by the
facilitators to verify students’ ownership of written assignments. It is the
student’s responsibility to read the university’s plagiarism policy. If you are a UT
student, read Section 11.1 of the Student Manual, and if you belong to UMET or
UNE, refer to Chapter 13, Sections 36 and 36.1 of the respective manuals.
Ethical behavior is expected from the students in all course related activities. This
means that ALL papers submitted by the student must be original work, and that all
references used will be properly cited or mentioned in the bibliography. Plagiarism
will not be tolerated and, in case of detecting an incidence, the student will obtain a
zero in the assignment or activity and could be referred to the Discipline Committee.
8. In order for the Facilitator to make changes to activities and the study guide, the
Faculty and Curriculum Director must approve such changes before the first day of
class. The Facilitator must discuss the approved changes with students in the first
class workshop. A written copy of the changes must also be provided to students at
the beginning of the first workshop.
9. The facilitator will establish a means of contacting students by providing the SUAGM
e-mail address, phone number, hours to be contacted, and days available.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 26
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10. The use of cellular phones is prohibited during sessions; if there is a need to have one,
it must be on vibrate or silent mode during class session.
11. Children or family members that are not registered in the course are not allowed to
the classrooms.
12. All students are subject to the policies regarding behavior at 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, notify the
facilitator immediately but do not stop your investigation. There are many search engines
and other links you can use to search for information. These are some examples:
www.google.com
www.ask.com
www.pregunta.com
www.findarticles.com
www.bibliotecavirtualut.suagm.edu
www.eric.ed.gov/
www.flelibrary.org/
http://www.apastyle.org/
To buy or rent new or used textbooks or references you can visit:
http://www.chegg.com/ (rent)
http://www.bookswim.com/ (rent)
http://www.allbookstores.com/ (buy)
http://www.alibris.com/ (buy)
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 27
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The facilitator may make changes or add additional challenging, research-based, and
professional educational Web Resources, if deemed necessary to reflect current trends in
the course topics.
RESEARCH LAW COMPLIANCE REQUIREMENT:
If the facilitator or the student is required, or wants to perform a research, or needs
to administer a questionnaire or interview individuals, he/she must comply with the
norms and procedures of the Institutional Review Board Office (IRB) and ask for
authorization. To access the forms from the IRB Office or for additional
information, visit the following link:
http://www.suagm.edu/ac_aa_re_ofi_formularios.asp and select the forms needed.
Furthermore, in this Web site the student/facilitator will find instructions for
several online certifications related to IRB processes. These certifications include:
IRB Institutional Review Board, Health Information Portability and Accountability
Act (HIPAA), and the Responsibility Conduct for Research Act (RCR).
If you have any questions, please contact the following institutional coordinators:
Mrs. Evelyn Rivera Sobrado, Director of IRB Office (PR)
Tel. (787) 751-0178 Ext. 7196
Miss. Carmen Crespo, IRB Institutional Coordinator– UMET
Tel. (787) 766-1717 Ext. 6366
Sra. Josefina Melgar, IRB Institutional Coordinator – Turabo
Tel. (787) 743-7979 Ext.4126
Rebecca Cherry, Ph.D., IRB Institutional Coordinator - UNE
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 28
Updated 05/10/2012
Tel. (787) 257-7373 Ext. 3936
Teaching Philosophy and Methodology
The activities for the course reflect the educational philosophy of Constructivism.
Constructivism is an educational philosophy 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.
One of the main goals facilitators have is assisting students in making connections
between their prior knowledge of facts, and fostering new understanding that is relevant
to real live experiences. We will also attempt to tailor our teaching strategies to student
responses and encourage students to analyze, interpret, and predict information.
CONSTRUCTIVISM GUIDING PRINCIPLES:
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”. The “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.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 29
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4. The purpose of learning is for an individual to construct his or her own meaning, not
just memorize the "right" answers and regurgitate someone else's meaning. Since
education is inherently interdisciplinary, the only valuable way to measure learning is
to make assessment part of the learning process, thus ensuring that 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.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 30
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TALLER UNO
Objetivos específicos de contenido:
1. Identificará la legislación básica provista en la Ley Federal de Salud y Seguridad
Ocupacional (Occupational Safety and Health Act, OSHA).
2. Explicará los elementos legales fundamentales de compensación en el área de
seguridad y empleo fiscalizados por la Agencia Federal de Protección Ambiental
(Environmental Protection Agency- EPA)
3. Identificará los diferentes enfoques para proceder con los peligros para la
seguridad y salud ocupacional.
Objetivos específicos de lenguaje:
1. Escuchar: Aplicar conceptos teóricos luego de escuchar la discusión del
facilitador sobre la administración de la seguridad y conceptos de prevención de
riesgos.
2. Hablar: Participar activamente durante la clase, utilizando términos de
vocabulario adecuados y pronunciando todas las palabras de manera clara,
durante la discusión en clase sobre la administración de la seguridad y conceptos
de prevención de riesgos.
3. Leer: Comprender los conocimientos expuestos en algunos de los libros de
recurso sobre la administración de la seguridad y conceptos de prevención de
riesgos.
4. Escribir: Redactar un ensayo sobre varias temas de la administración de la
seguridad y conceptos de prevención de riesgos.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Organización Internacional del Trabajo
http://www.ilo.org/global/lang--es/index.htm
Tema: Sociedad de la Administración Recursos Humanos
http://www.shrm.org
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 31
Updated 05/10/2012
Tema: Centros para el Control y la Prevención de Enfermedades
http://www.cdc.gov/spanish/
Tema: U.S. Department of Labor
http://www.dol.gov/dol/topic/Spanish-speakingTopic.htm
Tema: Occupational Safety and Health Administration
http://www.osha.gov/as/opa/spanish/index.html
Tema: U.S. Equal Employment Opportunity Commission
http://www.eeoc.gov/spanish/
Asignaciones antes del taller:
1. Leer el módulo (por lo menos hasta el primer taller) y asistir preparado para hacer
preguntas sobre cualquier duda o aclaración necesaria y para discutir conceptos
asignados para lectura.
2. Buscar y leer información sobre los siguientes temas:
a. La historia de la seguridad y la salud del trabajador en general. El rol del
administrador de seguridad en particular en el ámbito federal.
b. La legislación básica provista en OSHA.
c. Los elementos legales de compensación en el área de seguridad y empleo que
son fiscalizados por la EPA.
d. Los conceptos en la prevención de riesgos.
3. Redactar y enviar por lo menos dos días antes del inicio del Taller 1, un ensayo a
través de Blackboard sobre uno de los siguientes temas (recordar a los estudiantes
que deben utilizar formato escritos utilizando el estilo de publicación de APA).
Temas:
a. La importancia de la seguridad y salud del trabajador en general.
b. Los diferentes enfoques para proceder con los peligros en la seguridad y salud
ocupacional.
c. La legislación básica provista por OSHA.
d. Área de seguridad y empleo que son fiscalizados por OSHA.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 32
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Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del
taller.)
1. compensación 4. justicia social
2. salud ambiental 5. empleo juvenil
3. trabajo decente 6. represalia
Lista de materiales suplementarios para el taller:
1. Internet
2. Blackboard
3. Programa Word
4. Biblioteca Virtual
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 33
Updated 05/10/2012
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
_√_ Modelaje
_√_ Práctica Dirigida
_√_ Práctica Independiente
_√_ Instrucción Comprensible
C. Opciones para Agrupamiento
___ Grupo Completo
_√_ Grupos Pequeños
___ Pares
___ Trabajo Independiente
D. Integración del Proceso
_√_ Escuchar
_√_ Hablar
_√_ Leer
_√_ Escribir
E. Aplicación
_√_ Actividades Dinámicas de Aplicación
_√_ Significativas y Relevantes
___ Rigurosas
_√_ Alineadas a los Objetivos
___ Promueven Participación
A. Preparación
_√_ Adaptación de Contenido
___ Enlaces al Conocimiento Previo
_√_ Enlaces al Aprendizaje Previo
___ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning Approach)
_√_ Cognoscitivo
___ Meta-cognoscitivo
_√_ Socio/Afectivo
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 34
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Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. Presentación del facilitador.
2. Realizar un ejercicio de presentación entre los estudiantes para que el grupo se
conozca.
3. El facilitador discutirá las reglas a seguir en el salón de clase, explicará los
criterios y las rúbricas de evaluación, discutirá las asignaciones y dividirá el grupo
en equipos de trabajo de acuerdo al tema del ensayo enviado por Blackboard (los
grupos tendrán similar número de integrantes).
4. El facilitador explicará la importancia de entregar el portafolio en el Taller #5 y
las reglas a seguir para los requisitos de su preparación, el portafolio tendrá un
valor de 40% del valor del curso. (Ver Anejo B).
5. Los estudiantes escogerán el representante estudiantil y el facilitador explicará su
rol.
6. El facilitador ampliará y aclarará dudas sobre el contenido de cada una de las
asignaciones, tareas y actividades de cada taller.
7. El facilitador al final de la clase explicará sobre las tareas que se asignarán para el
próximo taller.
8. Los estudiantes se dividirán en pares y discutirán los conceptos de administración
de la seguridad, conceptos de prevención de riesgo y función y cómo se aplica a
sus experiencias personales en sus propias vidas.
9. El facilitador hará una presentación en PowerPoint acerca de los problemas que
existen en el mundo y localmente sobre seguridad y salud ocupacional.
Evaluación:
1. Individual: El facilitador utilizará Anejos A para evaluar la adquisición del
lenguaje durante el taller.
2. Grupal: El facilitador utilizará el Anejo C para evaluar la participación en grupo.
3. Escrito: Los estudiantes completarán sus diarios reflexivos sobre el contenido de
este taller (Anejo D: Diario Reflexivo), utilizando la gramática, la ortografía y el
estilo adecuados.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 35
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4. Oral/Auditivo: Los estudiantes participarán en una discusión verbal sobre el
material aprendido en el taller (Anejo A: National Proficiency Levels for
Differentiated Instruction - Listening and Speaking Rubrics).
Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los
objetivos del taller.)
1. Individual: Los estudiantes harán su evaluación del taller completando el diario
reflexivo que se encuentra en el Anejo D y lo entregarán al facilitador al finalizar
el taller.
2. Grupal: La clase se dividirá en pequeños grupos para discutir la relevancia de los
objetivos de contenido discutidos en el seminario con la realidad actual de
nuestros trabajos.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 36
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WORKSHOP TWO
Specific Content Objectives:
1. Analyze alternative methods of compliance with regulations in order to avoid
hazards.
2. Identify the costs associated with compliance in regards to regulations and
workers compensation.
3. Judge the effects that compliance of safety and health has on costs.
4. Understand what organizations play key roles as agents of compliance.
5. Compare how compliance and regulation are linked.
6. Assess the impact that regulation has had over the past century both domestically
and internationally.
Specific Language Objectives:
1. Listening: Identify the costs in money as well as human capital after listening to
the facilitator’s presentation.
2. Speaking: Participate actively, using content specific vocabulary in order for the
facilitator to validate understanding of what compliance means in the area of
safety and health.
3. Reading: Analyze potential areas of research by reading articles that are relevant
to the avoidance of hazards in the work setting.
4. Writing: Demonstrate mastery of key vocabulary by using each term along with
its’ corresponding definition as part of the written assignments.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
TOPIC: U.S Equal Employment Opportunity Commission
http://www.eeoc.gov/
TOPIC: International Labour Organization
http://www.ilo.org/global/lang--en/index.htm#a2
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 37
Updated 05/10/2012
TOPIC: The Society for Human Resource Management (SHRM)
http://www.shrm.org/Pages/default.aspx
TOPIC: Traumatic Occupational Injury Research Needs and Priorities
http://www.cdc.gov/niosh/docs/98-134/
TOPIC: Guidance for Hazard Determination
http://www.osha.gov/dsg/hazcom/ghd053107.html
TOPIC: Occupational Health and Safety Specialists (Cost of hiring a specialist)
http://www.bls.gov/ooh/healthcare/occupational-health-and-safety-specialists.htm
Assignments before the Workshop:
1. Find and read information on the following:
a) Standards
b) Compliance
c) Public demands
d) Role of states in occupational health and safety
e) Political trends
f) Immigrant workers
g) Information on risks
h) International standards
i) Environmental Protection Agency
j) Department of Homeland Security
2. Write an essay on one of the topics from the list above in Word using the latest
edition of the APA Publishing Manual. The assignment must be submitted to the
facilitator using Blackboard at least two days before workshop 2.
3. Simulation:
You have been recruited as Director of Safety of "The XYZ Concrete Company"
This company has received OSHA fines during the previous calendar year in the
amount of $40,000.00. These fines were a result of its safety program not
complying with the requirements established by OSHA. The company had a total
of 3 accidents during the year. Your responsibility is to eliminate fines and create
a safe environment for employees. In addition, you must obtain a perfect score in
the impending OSHA inspection. Draft a safety program for the company to
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 38
Updated 05/10/2012
protect the plant employees, truck drivers, administrative staff and customers.
Work with your team that was formed in the first workshop. You will be required
to make a presentation in class using PowerPoint on your proposed safety
program. The groups will have 35 minutes maximum to present. A written copy
will be submitted to the facilitator for evaluation.
Key Core Vocabulary:
1. Compliance
2. Regulations
3. Hazards
4. Safety program
List of Supplementary Materials for the Workshop:
1. Internet
2. Blackboard
3. Microsoft Word
4. Virtual Library
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 39
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SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will engage the students in a short review of the last workshop
material and answer any questions or concerns students might have.
2. The facilitator will lead a discussion based on the work submitted through
Blackboard.
3. Each group will present the results of their simulation and every group member
must participate in the presentation of the simulation, sharing their contribution to
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups
_√_ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application
_√_ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 40
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the safety program with the class. Each group will have 35 minutes to make their
presentation and they must include a questions and answers session.
4. Each group will submit their presentation for evaluation by the facilitator.
5. Class will be divided in pairs. The facilitator will give each pair a company to
research and present what safety issues that company has faced recently.
6. Each pair of students will present their findings to the class in a brief summary of
the issues and what was done about it.
7. The facilitator will review and clarify any issues the students may have.
8. The facilitator will discuss the assignments for the next workshop.
Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS)
1. Individual: The facilitator will interview each student to ensure they have a firm
understanding of the topics from this workshop.
2. Group: Students will participate in a corporate simulation to analyze and evaluate
the process of developing a safety program and compare that to how
implementing such as program would impact the organization overall.
3. Written: Students will compose an expository paper on an assigned key term as it
relates to safety and compliance.
4. Oral: Students will demonstrate a best practice or strategy used in implementing a
practical and comprehensive safety program.
Lesson Wrap-Up: (These are activities to determine if all students achieved the
workshop content and language objectives.)
1. Individual: Each student will write on the board one thing they learned from the
workshop.
2. Group: The class as a group will rank the items on the board in terms of their
criticality with regards to safety. The facilitator will review and comment
accordingly.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 41
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TALLER TRES
Objetivos específicos de contenido:
1. Describirá el rol de diseño de facilidades en cumplimiento de las regulaciones y
control de peligros para la seguridad ocupacional.
2. Conocerá sobre los procedimientos requeridos para registros e informes de
accidentes a agencias de gobierno.
3. Aprenderá los elementos para diseña un programa de salud y seguridad
ocupacional.
Objetivos específicos de lenguaje:
1. Escuchar: Después de escuchar la discusión del facilitador, analizar los factores
relacionados con los procesos de seguridad, preparación para casos de desastre,
así como la salud y las sustancias tóxicas.
2. Hablar: Demostrar dominio de los temas envueltos en como manejar los
desastres y emergencias, mediante la presentación oral, utilizando términos de
vocabulario adecuados y pronunciando todas las palabras de manera clara.
3. Leer: Comprender y aplicar las herramientas más comunes en la gerencia de
seguridad y salud ocupacional, por medio de la lectura de textos en español.
4. Escribir: Utilizar el vocabulario correcto y sin errores gramaticales o de sintaxis
para la escritura del foro de discusión y el diario reflexivo sobre los temas
discutidos en el taller.
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Información relacionada sobre planes de emergencia y evacuación.
http://www.osha.gov/Publications/osha3088.pdf
Tema: Información relacionada con el manejo y almacenaje de sustancias de alto riesgo.
http://www.osha.gov/Publications/osha2236.pdf
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 42
Updated 05/10/2012
Tema: Seguridad y salud en el trabajo.
http://www.osha.gov/Publications/osha3167.pdf
Tema: Salud y seguridad en el lugar de trabajo.
http://www.usa.gov/gobiernousa/Empleo/Salud.shtml
Tema: Agentes químicos: información sobre planes de evacuación.
http://www.bt.cdc.gov/planning/espanol/evacuationfacts.asp
Tema: Auditorias ambientales y prevención de la contaminación.
http://esse21.usra.edu/ESSE21/PUPRModule/Spanish%20pdf/Capitulo%205%20Auditor
ias%20y%20PP.pdf
Asignaciones antes del taller:
1. Buscar y leer información sobre:
a. Seguridad de los procesos y preparación para siniestros
b. Análisis de los procesos
c. Procedimientos operativos
d. Capacitación
e. Actos de terrorismo
f. Salud y sustancias tóxicas
g. Control ambiental y ruido
h. Seguridad en el lugar de trabajo
i. Higienización
j. Detención de contaminantes
2. Redacte un ensayo sobre uno de los temas que se indican en el numeral 1 en
formato Word y utilizando el estilo de publicación de APA. Luego envíe esta
asignación facilitador utilizando Blackboard por lo menos dos días antes del
Taller 3.
3. Los grupos de trabajo formados en el taller #1 investigarán sobre el tema que el
facilitador les asignó y prepararán una presentación en PPT, la presentación
será en la clase presencial y tendrá un máximo de 20 minutos por grupo. (Véase
rúbrica Anejo E). Temas para asignar por el Facilitador:
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 43
Updated 05/10/2012
a. Siniestro de Phillips Petroleum en octubre 1996.
b. Desastre de la Imperial Foods en 1991.
c. Desastre de la Triangle Shirtwaist en 1991.
d. En 1995 un derrame industrial de compuestos de mercurio en un río en
Rusia amenazó la salud de los pobladores y significó un daño ambiental al
Océano Ártico. Investigue los pormenores de este accidente y el alcance
del daño.
Vocabulario clave de la lección: (Debe reflejar los objetivos y conceptos claves del
taller.)
1. capacitación 4. riesgos
2. desastre 5. diseño de facilidades
3. procedimientos 6. seguridad ocupacional
Lista de materiales suplementarios para el taller:
1. Internet
2. Blackboard
3. Programa Word
4. Biblioteca Virtual
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 44
Updated 05/10/2012
Componentes de SIOP (Sheltered-Instruction Observation Protocol): Coloque una
marca de cotejo (√) en la (__) en todas las estrategias por componente que se usarán en el
taller.
B. Andamiaje
_√_ Modelaje
_√_ Práctica Dirigida
___ Práctica Independiente
_√_ Instrucción Comprensible
C. Opciones para Agrupamiento
_√_ Grupo Completo
_√_ Grupos Pequeños
___ Pares
_√_ Trabajo Independiente
D. Integración del Proceso
_√_ Escuchar
_√_ Hablar
_√_ Leer
_√_ Escribir
E. Aplicación
_√_ Actividades Dinámicas de Aplicación
_√_ Significativas y Relevantes
___ Rigurosas
_√_ Alineadas a los Objetivos
_√_ Promueven Participación
A. Preparación
_√_ Adaptación de Contenido
___ Enlaces al Conocimiento Previo
___ Enlaces al Aprendizaje Previo
_√_ Estrategias Incorporadas
Estrategias de CALLA
(Cognitive Academic Language Learning Approach)
_√_ Cognoscitivo
_√_ Meta-cognoscitivo
_√_ Socio/Afectivo
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 45
Updated 05/10/2012
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller
(Contenido y Lenguaje):
1. Discusión dirigida por el facilitador sobre los temas de las tareas enviadas por
Blackboard.
2. El facilitador aclarará dudas sobre la clase anterior.
3. El facilitador presentará y explicará los objetivos correspondientes al taller.
4. Los grupos formados en el taller 1 tendrán un máximo de 20 minutos para
exponer la presentación PowerPoint sobre los temas asignados. Una vez
terminadas las presentaciones los grupos discutirán sus diferentes puntos de vista,
guiados por el facilitador.
5. El facilitador entregará el examen o prueba corta para que los estudiantes la
devuelvan en el taller #4. El facilitador explicará cómo será el examen o
prueba corta.
6. Utilizando los mismos grupos que se formaron en la actividad anterior, el
facilitador presentará algunos ejemplos de procesos de seguridad, preparación
antes de un desastre, edificios y facilidades, salud y sustancias tóxicas. Cada
grupo deberá compartir su análisis con el resto de la clase.
7. El facilitador aclarará dudas sobre los temas discutidos en clase.
8. El facilitador procederá a explicar cómo se llevará a cabo las tareas del taller
#4 y asignará un tema de investigación por grupo.
Evaluación:
1. Individual: Los estudiantes harán un resumen sobre los conceptos aprendidos,
siguiendo el formato de diario reflexivo en el Anejo D.
2. Grupal: El facilitador utilizará el Anejo E para evaluar participación en grupo.
3. Escrito: El facilitador utilizará el Anejo B para evaluar los ensayos/trabajos
escritos/resúmenes o abstractos.
4. Oral/Auditivo: El facilitador utilizará el Anejo A para evaluar el cumplimiento
de los objetivos específicos de lenguaje para el taller.
Cierre del taller: (Actividades para determinar si todos los estudiantes lograron los
objetivos del taller.)
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 46
Updated 05/10/2012
1. Individual: Los estudiantes compartirán con el resto de la clase los conceptos
discutidos en la clase y cómo podrían aplicarlos a su desarrollo profesional.
2. Grupal: La clase se dividirá en grupos pequeños para preparar una lista de
puntos a favor y puntos en contra, relacionados con los objetivos de contenido
discutidos en el taller.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 47
Updated 05/10/2012
WORKSHOP FOUR
Specific Content Objectives:
1. Identify flammable materials and explosives.
2. Explain what environmental control and noise mitigation is.
3. Judge the effects that personal safety protection has on securing the operational
environment of workers.
4. Distinguish between first aid and emergency response equipment and how each
plays a unique role.
5. Formulate a theory on why many well-meaning organizations lack adequate first
response equipment and materials.
6. Aside from the legal aspects, assess whether organizations have a moral obligation
to not expose their workers to hazardous substances.
Specific Language Objectives:
1. Listening: Identify how to control identify hazardous environments of a business
operation after listening to the facilitator’s presentation and the class discussion.
2. Speaking: Use the basic academic vocabulary of environmental safety during oral
presentations.
3. Reading: Use appropriate vocabulary and speak clearly in English, during the
oral presentations with regards to environmental safety.
4. Writing: Elaborate an expository paper on strategies to assess risk to employees
when working with hazardous materials.
Electronic Links (URLs):
Virtual Library
http://bibliotecavirtualut.suagm.edu/
TOPIC: Noise Abatement and Control: An Overview of Federal Standards and
Regulations
http://assets.opencrs.com/rpts/RS20531_20030113.pdf
TOPIC: Noise and the Noise Control Act
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 48
Updated 05/10/2012
http://www.epa.gov/history/topics/noise/
TOPIC: Hazardous Materials Overview
http://www.ehs.washington.edu/fsohazmat/hazmatl.shtm
TOPIC: Dangerous Goods Shipping Guidelines
http://www.ehs.psu.edu/hazmat/ShippingGuidelines.pdf
TOPIC: Safety At Work
http://www.nsc.org/safety_work/Pages/Home.aspx
TOPIC: First Aid Compliance
http://www.nsc.org/safety_work/FirstAidResource/Pages/FirstAidCompliance.aspx
Assignments before the Workshop:
1. Find and read information regarding:
a) Environmental control and noise
b) Ventilation
c) ASHRAE standards and indoor air quality
d) Industrial noise
e) Radiation
f) Flammable liquids
g) Sources of ignition
h) Compliance with standards
i) Combustible liquids
j) Immersion tanks
k) Liquefied petroleum gas
l) Assessment of the protection needs
m) Personal Protective Equipment (PPE)
n) Hearing protection
o) Ocular and facial protection
p) Respiratory protection
q) Head protection
r) First aid
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 49
Updated 05/10/2012
2. Write an expository essay of no more than two pages on one of the topics from
the list above in Word using APA (version 6) format. The assignment must be
submitted to the facilitator using Blackboard at least two days before workshop 4.
3. Using the discussion board on Blackboard, students will open a discussion with
their fellow students regarding the following situation. "While visiting an
industrial area where asbestos removal is carried out, you observe that air hoses
are used to remove dust from clothing." Comment on this procedure, citing
specific parts of OSHA standards to decide whether this practice is acceptable or
not. Each student will contribute their own comments as well as comment on two
other students’ posts before workshop 4.
4. Working in the groups that were formed in workshop 1, each team will select one
of the following topics and prepare a 20-minute presentation using PowerPoint or
other multimedia venue to present their findings on the topic of their choice. The
topics are:
a) Investigate what special materials are used to combat fires that are caused
by oil.
b) Discuss the facts about the railway accident that occurred near
Shepherdsville, Kentucky in 2007. Describe the concern about a possible
phenomenon BLEVE in this accident.
c) Identify the provisions within the OSHA standards for the general industry
in dealing with immersion tanks using flammable materials and fuels.
d) Find the OSHA standard for the handling of the liquefied petroleum gas.
Key Core Vocabulary:
1. Personal Protection Equipment
2. Flammability
3. Spark
4. Air contaminants
5. Asbestosis
6. Volatility
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 50
Updated 05/10/2012
List of Supplementary Materials for the Workshop:
1. Internet
2. Blackboard
3. Microsoft PowerPoint/Word
4. Virtual Library
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
Integrated Activities: Activities must reflect the use of the different resources
available from the language lab or e-lab.
B. Scaffolding
_√_ Modeling ___ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups ___ Partners
_√_ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application ___ Hands-on
_√_ Meaningful/Relevant
_√_ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 51
Updated 05/10/2012
Integrated Activities of Content and Language to achieve Content and Language
Objectives:
1. The facilitator will address any questions or concerns from the previous class.
2. The facilitator will collect the test or quiz given to students in Workshop 3.
3. The facilitator will discuss the forums that the students created on Blackboard.
4. The facilitator will explain the outcomes of the discussion forum and clarify
doubts any student may have with the contents and conclusions.
5. The facilitator will have the students watch and later discuss the following video
on BLEVE:
http://www.youtube.com/watch?v=Xf3WKTwHpIU&feature=results_video&play
next=1&list=PL7D60A389BA6CBC98
6. Students will present their groups’ PowerPoint presentation of the topic assigned
by the facilitator. The facilitator will provide feedback on this task.
7. The facilitator will discuss with the class what the objectives and deliverables will
be for the next class.
Assessment: (DIFFERENTIATED BY SECOND LANGUAGE PROFICIENCY
LEVELS)
1. Individual: The facilitator will conduct a one-on-one interview with students
to ensure they walk away with a firm grasp of the key concepts covered in the
class.
2. Group: Paired students will demonstrate how organizations can support the
accommodation of safety devices to augment the protection of their
employees.
3. Written: Students will write an expository paper on strategies to assess risks
associated with the handling of hazardous materials.
4. Oral: Students will make a PowerPoint presentation on technology used to
protect workers and what devices are on the horizon in the near future as
viable tools of protection.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 52
Updated 05/10/2012
Lesson Wrap-Up: (These are activities to determine if all students achieved the
workshop content and language objectives.).
1. Individual: The students will discuss with the rest of the class any experiences
they have had in the area of environmental issues in their own work locations
either past or present.
2. Group: The students will work with their assigned groups and identify three key
topics that were discussed in the class. They will then write their list on the board
and compare their list to the other groups to ensure alignment of knowledge.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 53
Updated 05/10/2012
Taller Cinco/Workshop Five
(TWO HOURS IN SPANISH AND TWO HOURS IN ENGLISH)
NOTA: Este taller es bilingüe. Tanto, el
Facilitador como los estudiantes, deberán
utilizar el idioma asignado para cada tarea
y actividad. No mezcle los dos idiomas!
UTILICEN SOLAMENTE UN
LENGUAJE A LA VEZ! Las primeras
dos horas serán en español. Las últimas
dos horas serán en inglés.
NOTE: This is a bilingual workshop.
Both the facilitator and the student must
use the language assigned for each
homework and activity. Do not mix both
languages! USE ONE LANGUAGE AT
A TIME- KEEP BOTH LANGUAGES
SEPARATE! The first two hours must
be in Spanish. The last two hours must
be in English.
Objetivos específicos de contenido:
1. Detallará otros principios de seguridad y salud que aplican a los patrones de
conducta del personal en el hogar y fuera del trabajo.
2. Conocerá sobre la protección contra incendios.
3. Aprenderá sobre el manejo y almacenamiento de materiales.
4. Explicará sobre los elementos de riesgos eléctricos.
5. Explicará sobre los riesgos comunes en la construcción.
Objetivos específicos de lenguaje:
1. Escuchar: Proveer retroalimentación constructiva luego de escuchar la
exposición en inglés y en español del proyecto final del resto de los estudiantes, al
igual que la discusión en español y en inglés del facilitador.
2. Hablar: Utilizar el vocabulario adecuado y pronunciarlo con claridad en inglés,
durante las presentaciones orales finales, y en ambos idiomas, durante la
discusión del curso.
3. Leer: Comprender y analizar protección, almacenamiento, guardas y riesgos
mediante la lectura, en inglés y en español, de un proyecto de investigación.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 54
Updated 05/10/2012
4. Escribir: Utilizar las seis características del proceso de escritura (ver Anejo B)
para la redacción en español y en inglés del proyecto final en formato APA (6ta
edición).
Enlaces electrónicos:
Biblioteca Virtual
http://bibliotecavirtualut.suagm.edu/
Tema: Información relacionada con reglamentos, leyes y procesos sobre OSHA.
http://www.osha.gov/pls/oshaweb/owasrch.search_form?p_doc_type=STANDARDS&p_
toc_level=0&p_keyvalue=08
Tema: Información relacionada con los diferentes entrenamientos y procesos de OSHA.
http://www.osha.gov/dte/index.html
Tema: Multi-Hazard Mitigation Planning.
http://www.fema.gov/plan/mitplanning/index.shtm
Tema: Mitigation Planning Laws, Regulations, and Guidance.
http://www.fema.gov/plan/mitplanning/guidance.shtm
Tema: 2010 Florida Statutes - Fire Prevention and Control
http://www.flsenate.gov/Laws/Statutes/2010/Chapter633/All
Asignaciones antes del taller:
Asignaciones a discutirse durante las primeras dos horas de instrucción (2).
1. Buscar y leer información relacionada con:
a. La norma de OSHA de la industria en general sobre la estrategia actual
para tratar con los extintores para incendio. Luego explique la postura
general de OSHA en relaciona a estos.
b. Estudie las normas de OSHA de la industria en general para los sistemas
de alarma contra incendio. Examine la actividad de inspección para
dichos sistemas, utilizando la base de datos del portal Companion.
c. Estudie los conceptos de; Protección contra incendios, almacenamientos
de materiales, guardas para máquinas, riesgos eléctricos y riesgos en
construcción.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 55
Updated 05/10/2012
2. Redacte un ensayo sobre uno de los temas que se indican en el numeral 1 en
formato Word y utilice las reglas APA. Luego envíe esta asignación al facilitador
utilizando Blackboard por lo menos dos días antes del Taller 5.
Assignments to be discussed during the last two hours of instruction (2).
3. Working in the groups that were formed in workshop 1, each team will select one
of the following topics and prepare a 20-minute presentation using PowerPoint or
other multimedia venue to present their findings on the topic of their choice. The
topics are:
a) Protection against fires
b) Storage of hazardous materials
c) Safety guards for machines
d) Electrical hazards
e) Hazards in construction
The Teams will provide a hard copy of their presentation to the facilitator for
evaluation. (Appendix B.)
3. Each student will watch the video entitled “Workplace Health and Safety History,
to the 1920s” (http://www.youtube.com/watch?v=3eFwNk7I0hg) and be prepared
to discuss how safety has evolved in the last century in the United States. If this
video is not available, the student may select another information source to detail
the evolution of safety. The facilitator will lead a discussion to help students
understand the trends of Occupational Health and Safety.
Vocabulario académico clave (Debe
reflejar los objetivos y conceptos claves
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 56
Updated 05/10/2012
del taller.) Verifique que el estudiante
domine el vocabulario clave en los dos
idiomas.
Ejemplo:
1. mitigación
2. prevención
3. posición sensible a la seguridad
Academic Core Vocabulary (Must
reflect objectives and important concepts
of the workshop.) Verify that the student
masters the core vocabulary in both
languages.
Sample:
1. mitigation
2. prevention
3. safety-sensitive position
List of Supplementary Materials for the Workshop:
1. PowerPoint
2. Projector/Speakers for multimedia
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 57
Updated 05/10/2012
SIOP Components - Place a checkmark (√) on the (___) for ALL strategies that will be
used in the workshop.
1.
2.
3.
4.
5.
6.
7.
8.
B. Scaffolding
_√_ Modeling
_√_ Guided Practice
_√_ Independent Practice
_√_ Comprehensible Input
C. Grouping Options
_√_ Whole Class
_√_ Small Groups ___ Partners
_√ Independent Work
D. Integration of Processes
_√_ Listening
_√_ Speaking
_√_ Reading
_√_ Writing
E. Application ___ Hands-on
_√_ Meaningful/Relevant
___ Rigorous
_√_ Link to Objectives
_√_ Promote Engagement
A. Preparation
_√_ Adaptation of Content
_√_ Links to Background Knowledge
_√_ Links to Past Learning
_√_ Strategies Incorporated
CALLA Strategies (Cognitive Academic Language Learning Approach)
_√_ Cognitive
_√_ Meta-cognitive
_√_ Social/Affective
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 58
Updated 05/10/2012
Actividades integradas de contenido y lenguaje para lograr los objetivos del taller:
Actividades en español para las primeras dos horas del taller:
1. El facilitador aclarará dudas sobre al cualquier tema de la clase anterior si las
hubiera.
2. El facilitador discutirá con los estudiantes los resultados del examen o prueba
corta del Taller #3.
3. Discusión dirigida por el facilitador/a sobre los temas de las tareas enviadas por
Blackboard.
4. El facilitador revisará los términos claves para este taller para que el estudiante
tiene un firme entendimiento de los conceptos clave que se presentan en esta clase.
Integrated content and language activities aligned to achieve workshop objectives:
Activities in English for the last two hours of the workshop:
1. Groups will make their presentations on the topic selected in item 3 of
Assignments before the Workshop.
2. The facilitator will clarify any areas that are not clear to the students in order to
ensure adequate understanding of the materials covered in the classroom
discussion.
3. The facilitator will answer questions to ensure proper understanding of the
material covered in the discussion.
4. The facilitator will collect the digital portfolios.
5. The facilitator will conclude the class by summarizing the importance of
Occupational Health and Safety.
Assessment: LAST TWO HOURS OF THE WORKSHOP (DIFFERENTIATED
BY SECOND LANGUAGE PROFICIENCY LEVELS)
1. Individual: Students will assess the course by completing a reflective journal
and turning it in to the facilitator.
2. Group: Each student will offer questions to the rest of the group about the
lesson. In response, the other students will respond to the class as a whole.
The facilitator will serve as a moderator only.
3. Written: Students will design an Individualized Program for a specific case
assigned by the facilitator
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 59
Updated 05/10/2012
4. Oral: Students will participate in a round-table discussion to analyze the
impact of a safety program has on productivity and profitability.
Lesson Wrap-Up: LAST TWO HOURS OF THE WORKSHOP (These are activities
to determine if all students achieved the content and language objectives for the
workshop.)
1. Individual: The student will write a small summary of key points learned in this
workshop.
2. Group: The class will be divided into small groups and using flipchart paper, they
will create a chart demonstrating the linkages between the various disciplines
within the Occupational Health and Safety arena.
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 60
Updated 05/10/2012
APÉNDICES / APPENDIXES
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 61
Updated 05/10/2012
APPENDIX A
NATIONAL PROFICIENCY LEVELS FOR DIFFERENTIATED INSTRUCTION
Retrieved from: WIDA Consortium http://www.wida.us/
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 62
Updated 05/10/2012
“Can Do” Listening Rubric
National Proficiency Levels Criteria
Starting
Identifies objects
Names concrete objects
Points to picture/object of the word heard
Follows simple commands
Repeats words or simple phrases
Understands simple messages – gestures, pointing
Emerging
Draws a picture
Requires continuous repetition
Follows verbal dictations
Checks-off words that were heard
Repeats information heard to determine comprehension
Understands slow speech and multiple repetitions
Developing Understands more details of spoken language
Needs limited or no repetition and slow speech
Understands basic academic vocabulary which is frequently used in class
discussions
Understands class discussions with some difficulty
Understands most of what was said
Expanding Needs limited or no repetition at normal speed speech
Understands academic vocabulary used in class discussions
Understands class discussions with little difficulty
Understands nearly everything said
Bridging Needs no repetition at normal speed speech
Understands elaborate academic vocabulary used in class discussions
Understands class discussions with no difficulty
Demonstrates a native-like English speaker’s understanding of what is said
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 63
Updated 05/10/2012
“Can Do” Speaking Rubric
National Proficiency
Levels
Criteria
Starting Names concrete objects
Responds a simple yes or no to questions
Repeats words or simple phrases
Uses one word commands
Mispronounces words making it difficult to be understood
Breaks speech into parts making comprehension difficult
Uses limited or no vocabulary to support message
Emerging Uses a few more words to respond to questions although grammatically incorrect
Uses one-, two-, and multiple-word commands
Uses verb tenses interchangeably
Misuses words in daily speech
Repeats spoken words or phrases to improve understanding due to pronunciation flaws
Uses grammar and word order incorrectly
Uses vocabulary (emerging stage) to support oral messages
Developing Responds using longer phrases/sentences
Initiates and carries out conversations; however, there may be interruptions due to
thinking of the correct words to say
Applies grammar and word order correctly most of the time
Demonstrates correct use of basic academic vocabulary which is frequently used in class
discussions and/or oral assignments.
Speaks with some hesitation
Uses vocabulary to support oral messages
Speaks with less difficulty, but listener must pay close attention to pronunciation.
Expanding Responds using elaborate phrases/sentences
Uses and interprets idiomatic expressions
Converses more fluently in social settings
Uses academic vocabulary frequently in class discussions
Participates in class discussions using academic content with slight hesitation
Misuse of grammar and word order seldom occurs and does not interrupt meaning
Pronounces most words accurately and clearly
Bridging Speaks fluently
Uses elaborate academic vocabulary in all class discussions correctly
Participates in class discussion using academic content without hesitation
Uses appropriate vocabulary to support oral messages at all times
Uses correct grammar and word all the time
Speaks with native-like pronunciation and intonation
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 64
Updated 05/10/2012
“Can Do” Reading Rubric
National Proficiency Levels Criteria
Starting Lacks comprehension of a wide array of written material (not developed)
Lacks ability to interpret graphs, charts, tables, and forms in textbooks (not developed)
Struggles with use of pre-reading and reading skills (not developed)
Lacks ability to apply reading strategies in order to guess meanings of unfamiliar words from context
(not developed)
Struggles with use of strategic reading skills (in order to plan his/her reading assignments, diagnose
deficiencies, resolve deficiencies independently or with the help of others, etc.) (not developed)
Emerging Improving comprehension (slowly emerging) of a wide array of written material (e.g., fictional and
non-fictional texts that bridge personal, professional and academic themes, news articles, short stories,
short novels, etc.)
Demonstrates correct interpretation of basic graphs, charts, tables and forms in textbooks
Applies limited pre-reading (e.g., activation of prior knowledge, semantic maps, etc.) and reading skills
(e.g., skimming, scanning, inferences, paragraph frames, DRA, SQ4R, etc.) (slowly emerging)
Struggles with ability to use limited reading strategies to guess meanings of unfamiliar words from
context (e.g., definition, restatement, examples, surrounding words, etc.) is
Strives to understand (even when not successful) the relationship between ideas (e.g., time, logical
order, comparison/contrast, cause/effect), and reading patterns in order to identify literary genres (as
listed above)
Applying successful reading skills (as listed above) are still emerging
Developing Comprehends a wide array of written material (as listed above)
Interprets basic graphs, charts, tables and forms
Applies correctly pre-reading and reading skills (as listed above)
Applies correct use of reading strategies to guess meanings of unfamiliar words from context (as listed
above)-evidence of emerging.
Understands the relationship between ideas (as listed above)-evidence of emerging..
Uses strategic reading skills (as listed above) that are evident.
Expanding Comprehends a wide array of level-appropriate written materials (as listed above) with mature accuracy
Interprets increasingly complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above) very strongly
Applies strategies to guess meanings of unfamiliar words from context (as listed
above) which is clearly evident
Identifies signal words to understand the relationship between ideas (as listed above), and reading
patterns to identify literary genres (as listed above)- emerging strongly
Understands the relationship between ideas (as listed above)-strongly evident.
Uses strategic reading skills (as listed above) with mature accuracy
Bridging Comprehends various types and lengths of level appropriate written materials (as listed above)-fully
developed
Interprets complex graphs, charts, tables, and forms accurately
Applies pre-reading and reading skills (as listed above)-fully developed
Applies reading strategies to determine the meaning of unfamiliar words in a text (as listed above) with
accuracy
Understands the relationship between ideas (time, logical order, comparison/contrast, cause/effect)
Demonstrates fully developed strategic reading skills (as listed above)
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“Can Do” Writing Rubric
National Proficiency
Levels
Criteria
Starting Lacks clear writing and focus.. Details are limited or unclear. There’s no clear distinction to what is important and what is supported.
Lacks engaging and drawing a conclusion. Paper simply starts and ends. Lack of transitions make it difficult to understand the paper.
Writes with limited use of vocabulary or specific words to transmit meaning of the essay. Misuse of parts of speech makes it difficult to understand the writing.
Rambles- use of incomplete sentences that are too long to understand. Sentences follow a simple structure and or style.
Struggles with spelling, punctuation capitalization and other writing conventions. This makes it very difficult to understand the writing.
Lacks strategic writing skills (e. g., knowledge of the writing process; declarative, procedural and conditional knowledge; and strategies for inquiry, for
drafting [such as investigating genre, considering audience, and responding to purpose], and for product revision) that are clearly not developed.
Emerging Writes sentences that are still unclear there seems to be a guide to a focused topic; however, it may drift at times. There is an attempt in details to
support main idea. Reader can still feel confused.
Attempts to write an introduction and or conclusion. Use of transitions helps, but paper is in need of more details.
Struggles with some vocabulary terms that are used inappropriately. Greater command of the parts of speech is developing,.
but many words are still used incorrectly.
Attempts to create a style of sentence structure here and there; although, for the most part it sticks to one style.
Shows need of improving spelling, punctuation, capitalization, and other writing conventions. It is still difficult to read the writing; but there are signs of improvement.
Demonstrates emerging strategic writing skills.
Developing Writes with an unclear focus. Writing appears to be on one topic, but shifts to another topic at times. Support of main idea is lacking. Reader is left
with unanswered questions.
Attempts to write a proper introduction and conclusion however, both are dull or unclear. Transitions help connect ideas although at times they distract the flow.
Selects and uses words appropriately; however, they are not higher level and need more vigor.
Formulates well-written sentences; however, style and structure of sentences are repetitious.
Demonstrates control of spelling, punctuation, capitalization, and other writing conventions. However, the writing could read and sound better by
improving conventions.
Utilizes strategic writing skills properly (now evident).
Expanding Writes with a focus in mind; however, there is room for improvement. Needs more relevant details to support the main idea.
Some readers’ questions can be answered, while others are left with doubt.
Uses a proper introduction and conclusion, however, some improvement is needed. Needs to continue using transitional words are properly in order to allow the proper flow of ideas.
Selects and uses vocabulary words that are much more livelier and appropriate. Some common wording can be improved.
Writes with a definite style, and sentence structure is “catchy” with few mistakes.
Demonstrates good control of spelling, punctuation, capitalization, and other writing conventions. Mistakes are few and nothing distracts from the
writing.
Applies mature strategic writing skills.
Bridging Writing is clear and focused on a narrowed topic. Details are relevant and accurate, and they support the main ideas. Reader’s questions are answered
Writing has a clear introduction that’s hooks the reader and conclusion that leaves a lasting impression. Use of transitions helps the reader to connect ideas. Reading flows and not dull.
Words used in the writing are specific and accurate. Vivid verbs and modifying words are present. Words used enhance the meaning of the writing.
There is a variety in length and structure of the sentences. The style of sentences varies on how they begin. Sentences create fluency and rhythm.
Excellent control of spelling, punctuation capitalization and other writing conventions.
Strategic writing skills are fully developed.
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APPENDIX B
THE WRITING PROCESS
6-TRAITS WRITING RUBRIC
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Appendix B
Six-Traits of Writing Rubric
Student’s Name:__________________________________ Date:___________________
Facilitator:______________________
Course:____________ Assignment:_________________
Instructions: This rubric will be used to evaluate all written work done by the
student in both English and Spanish. Please refer to the trait that you are evaluating
(i.e., Ideas and Content) and write the score in the appropriate box. Select the
criteria per level (6= highest, 1=lowest) that best reflects the student’s writing
ability.
Refer to all the Appendix (D) sheets that describe, in detail, all the writing traits that
you are evaluating in order to complete this rubric properly.
Criteria per Level
(From Highest to Lowest)
Writing Traits 6 5 4 3 2 1
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Conventions
Totals (Add all the totals down, then
across to obtain the Grand Total.)
Grand
Total:
Final Score:_________________
Scoring Scale: (36-0)
Outstanding: 33-36 points = A
Very Good: 29-32 points = B
Satisfactory: 24-28 points =C
Fair: 19-23 points =D
Poor: 0-18 points = F
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Six Traits for Analytic Writing Rubrics
Trait #1: Idea and Content
Criteria per Level Source: Arizona Department of Education. AIMS Six Trait Analytic
Writing Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
6
The writing is exceptionally clear, focused and interesting. It holds the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support • a thorough, balanced, in-depth explanation/ exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well suited to audience and purpose.
5
The writing is clear, focused and interesting. It holds the reader’s attention. Main ideas stand out and are developed by supporting details suitable to audience and purpose. The writing is characterized by • clarity, focus, and control. • main idea(s) that stand out. • supporting, relevant, carefully selected details; when appropriate, use of resources provides strong, accurate, credible support. • a thorough, balanced explanation/exploration of the topic; the writing makes connections and shares insights. • content and selected details that are well-suited to audience and purpose.
4
The writing is clear and focused. The reader can easily understand the main ideas. Support is present, although it may be limited or rather general. The writing is characterized by • an easily identifiable purpose. • clear main idea(s) • supporting details that are relevant, but may be overly general or limited in places; when appropriate, resources are used to provide accurate support. • a topic that is explored/explained, although developmental details may occasionally be out of balance with the main idea(s); some connections and insights may be present. • content and selected details that are relevant, but perhaps not consistently well chosen for audience and purpose.
3
The reader can understand the main ideas, although they may be overly broad or simplistic, and the results may not be effective. Supporting detail is often limited, insubstantial, overly general, or occasionally slightly off-topic. The writing is characterized by • an easily identifiable purpose and main idea(s). • predictable or overly-obvious main ideas or plot; conclusions or main points seem to echo observations heard elsewhere. • support that is attempted; but developmental details that are often limited in scope, uneven, somewhat off-topic, predictable, or overly general. • details that may not be well-grounded in credible resources; they may be based on clichés, stereotypes or questionable sources of information. • difficulties when moving from general observations to specifics.
2
Main ideas and purpose are somewhat unclear or development is attempted but minimal. The writing is characterized by • a purpose and main idea(s) that may require extensive inferences by the reader. • minimal development; insufficient details. • irrelevant details that clutter the text. • extensive repetition of detail.
1
The writing lacks a central idea or purpose. The writing is characterized by • ideas that are extremely limited or simply unclear. • attempts at development that are minimal or non-existent; the paper is too short to demonstrate the development of an idea.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing
Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits
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Trait #2: Organization
Criteria per Level
6
The organization enhances the central idea(s) and its development. The order and structure are compelling and move the reader through the text easily. The writing is characterized by • effective, perhaps creative, sequencing; the organizational structure fits the topic, and the writing is easy to follow. • a strong, inviting beginning that draws the reader in and a strong satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed
5
The organization enhances the central idea(s) and its development. The order and structure are strong and move the reader through the text. The writing is characterized by. • effective sequencing; the organizational structure fits the topic, and the writing is easy to follow. • an inviting beginning that draws the reader in and a satisfying sense of resolution or closure. • smooth, effective transitions among all elements (sentences, paragraphs, and ideas). • details that fit where placed. .
4
Organization is clear and coherent. Order and structure are present, but may seem formulaic. The writing is characterized by • clear sequencing. • an organization that may be predictable. • a recognizable, developed beginning that may not be particularly inviting; a developed conclusion that may lack subtlety. • a body that is easy to follow with details that fit where placed. • transitions that may be stilted or formulaic. • organization which helps the reader, despite some weaknesses.
3
An attempt has been made to organize the writing; however, the overall structure is inconsistent or skeletal. The writing is characterized by • attempts at sequencing, but the order or the relationship among ideas may occasionally be unclear. • a beginning and an ending which, although present, are either undeveloped or too obvious (e.g. “My topic is...”, “These are all the reasons that…”) • transitions that sometimes work. The same few transitional devices (e.g., coordinating conjunctions, numbering, etc.) may be overused. • a structure that is skeletal or too rigid. • placement of details that may not always be effective. • organization which lapses in some places, but helps the reader in others.
2
The writing lacks a clear organizational structure. An occasional organizational device is discernible; however, the writing is either difficult to follow and the reader has to reread substantial portions, or the piece is simply too short to demonstrate organizational skills. The writing is characterized by • some attempts at sequencing, but the order or the relationship among ideas is frequently unclear. • a missing or extremely undeveloped beginning, body, and/or ending. • a lack of transitions, or when present, ineffective or overused. • a lack of an effective organizational structure. • details that seem to be randomly placed, leaving the reader frequently confused.
1
The writing lacks coherence; organization seems haphazard and disjointed. Even after rereading, the reader remains confused. The writing is characterized by • a lack of effective sequencing. • a failure to provide an identifiable beginning, body and/or ending. • a lack of transitions. • pacing that is consistently awkward; the reader feels either mired down in trivia or rushed along too rapidly. • a lack of organization which ultimately obscures or distorts the main point.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #3: Voice
Criteria per Level
6
The writer has chosen a voice appropriate for the topic, purpose and audience. The writer seems deeply committed to the topic, and there is an exceptional sense of “writing to be read.” The writing is expressive, engaging, or sincere. The writing is characterized by • an effective level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice, while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively, or interesting. Technical writing may require greater distance.). • an exceptionally strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
5
The writer has chosen a voice appropriate for the topic, purpose, and audience. The writer seems committed to the topic, and there is a sense of “writing to be read.” The writing is expressive, engaging or sincere. The writing is characterized by • an appropriate level of closeness to or distance from the audience (e.g., a narrative should have a strong personal voice while an expository piece may require extensive use of outside resources and a more academic voice; nevertheless, both should be engaging, lively or interesting. Technical writing may require greater distance.). • a strong sense of audience; the writer seems to be aware of the reader and of how to communicate the message most effectively. The reader may discern the writer behind the words and feel a sense of interaction. • a sense that the topic has come to life; when appropriate, the writing may show originality, liveliness, honesty, conviction, excitement, humor, or suspense.
4
A voice is present. The writer demonstrates commitment to the topic, and there may be a sense of “writing to be read.” In places, the writing is expressive, engaging, or sincere. The writing is characterized by • a questionable or inconsistent level of closeness to or distance from the audience. • a sense of audience; the writer seems to be aware of the reader but has not consistently employed an appropriate voice. The reader may glimpse the writer behind the words and feel a sense of interaction in places. • liveliness, sincerity, or humor when appropriate; however, at times the writing may be either inappropriately casual or personal, or inappropriately formal and stiff.
3
The writer’s commitment to the topic seems inconsistent. A sense of the writer may emerge at times; however, the voice is either inappropriately personal or inappropriately impersonal. The writing is characterized by • a limited sense of audience; the writer’s awareness of the reader is unclear. • an occasional sense of the writer behind the words; however, the voice may shift or disappear a line or two later and the writing become somewhat mechanical. • a limited ability to shift to a more objective voice when necessary.
2
The writing provides little sense of involvement or commitment. There is no evidence that the writer has chosen a suitable voice. The writing is characterized by • little engagement of the writer; the writing tends to be largely flat, lifeless, stiff, or mechanical. • a voice that is likely to be overly informal and personal. • a lack of audience awareness; there is little sense of "writing to be read." • little or no hint of the writer behind the words. There is rarely a sense of interaction between reader and writer.
1
The writing seems to lack a sense of involvement or commitment. The writing is characterized by • no engagement of the writer; the writing is flat and lifeless. • a lack of audience awareness; there is no sense of “writing to be read.” • no hint of the writer behind the words. There is no sense of interaction between writer and reader; the writing does not involve or engage the reader.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing
Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #4: Word Choice
Criteria per Level
6
Words convey the intended message in an exceptionally interesting, precise, and natural way appropriate to audience and purpose. The writer employs a rich, broad range of words, which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, strong, specific words; powerful words energize the writing. • fresh, original expression; slang, if used, seems purposeful and is effective. • vocabulary that is striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke strong images; figurative language may be used.
5
Words convey the intended message in an interesting, precise, and natural way appropriate to audience and purpose. The writer employs a broad range of words which have been carefully chosen and thoughtfully placed for impact. The writing is characterized by • accurate, specific words; word choices energize the writing. • fresh, vivid expression; slang, if used, seems purposeful and is effective. • vocabulary that may be striking and varied, but that is natural and not overdone. • ordinary words used in an unusual way. • words that evoke clear images; figurative language may be used
4
Words effectively convey the intended message. The writer employs a variety of words that are functional and appropriate to audience and purpose. The writing is characterized by • words that work but do not particularly energize the writing. • expression that is functional; however, slang, if used, does not seem purposeful and is not particularly effective. • attempts at colorful language that may occasionally seem overdone. • occasional overuse of technical language or jargon. • rare experiments with language; however, the writing may have some fine moments and generally avoids clichés.
3
Language is quite ordinary, lacking interest, precision and variety, or may be inappropriate to audience and purpose in places. The writer does not employ a variety of words, producing a sort of “generic” paper filled with familiar words and phrases. The writing is characterized by • words that work, but that rarely capture the reader’s interest. • expression that seems mundane and general; slang, if used, does not seem purposeful and is not effective. • attempts at colorful language that seem overdone or forced. • words that are accurate for the most part, although misused words may occasionally appear, technical language or jargon may be overused or inappropriately used. • reliance on clichés and overused expressions.
2
Language is monotonous and/or misused, detracting from the meaning and impact. The writing is characterized by • words that are colorless, flat or imprecise. • monotonous repetition or overwhelming reliance on worn expressions that repeatedly distract from the message. • images that are fuzzy or absent altogether.
1
The writing shows an extremely limited vocabulary or is so filled with misuses of words that the meaning is obscured. Only the most general kind of message is communicated because of vague or imprecise language. The writing is characterized by • general, vague words that fail to communicate. • an extremely limited range of words. • words that simply do not fit the text; they seem imprecise, inadequate, or just plain wrong.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #5: Sentence Fluency
Criteria per Level
6
The writing has an effective flow and rhythm. Sentences show a high degree of craftsmanship, with consistently strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing effortlessly into the next. • extensive variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning by drawing attention to key ideas or reinforcing relationships among ideas. • varied sentence patterns that create an effective combination of power and grace. • strong control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used, sounds natural.
5
The writing has an easy flow and rhythm. Sentences are carefully crafted, with strong and varied structure that makes expressive oral reading easy and enjoyable. The writing is characterized by • a natural, fluent sound; it glides along with one sentence flowing into the next. • variation in sentence structure, length, and beginnings that add interest to the text. • sentence structure that enhances meaning. • control over sentence structure; fragments, if used at all, work well. • stylistic control; dialogue, if used sounds natural.
4
The writing flows; however, connections between phrases or sentences may be less than fluid. Sentence patterns are somewhat varied, contributing to ease in oral reading. The writing is characterized by • a natural sound; the reader can move easily through the piece, although it may lack a certain rhythm and grace. • some repeated patterns of sentence structure, length, and beginnings that may detract somewhat from overall impact. • strong control over simple sentence structures, but variable control over more complex sentences; fragments, if present, are usually effective. • occasional lapses in stylistic control; dialogue, if used, sounds natural for the most part, but may at times sound stilted or unnatural.
3
The writing tends to be mechanical rather than fluid. Occasional awkward constructions may force the reader to slow down or reread. The writing is characterized by • some passages that invite fluid oral reading; however, others do not. • some variety in sentences structure, length, and beginnings, although the writer falls into repetitive sentence patterns. • good control over simple sentence structures, but little control over more complex sentences; fragments, if present, may not be effective. • sentences which, although functional, lack energy. • lapses in stylistic control; dialogue, if used, may sound stilted or unnatural.
2
The writing tends to be either choppy or rambling. Awkward constructions often force the reader to slow down or reread. The writing is characterized by • significant portions of the text that are difficult to follow or read aloud. • sentence patterns that are monotonous (e.g., subject-verb or subject-verb-object). • a significant number of awkward, choppy, or rambling constructions.
1
The writing is difficult to follow or to read aloud. Sentences tend to be incomplete, rambling, or very awkward. The writing is characterized by • text that does not invite—and may not even permit—smooth oral reading. • confusing word order that is often jarring and irregular. • sentence structure that frequently obscures meaning. • sentences that are disjointed, confusing, or rambling.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing Rubric.
Retrieved from https://www.ade.state.az.us/standards/6traits/
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Trait #6: Conventions
Criteria per Level
6
The writing demonstrates exceptionally strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that the reader can easily skim right over them unless specifically searching for them. The writing is characterized by • strong control of conventions; manipulation of conventions may occur for stylistic effect. • strong, effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little or no need for editing.
5
The writing demonstrates strong control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage) and uses them effectively to enhance communication. Errors are so few and so minor that they do not impede readability. The writing is characterized by • strong control of conventions. • effective use of punctuation that guides the reader through the text. • correct spelling, even of more difficult words. • paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • correct grammar and usage that contribute to clarity and style. • skill in using a wide range of conventions in a sufficiently long and complex piece. • little need for editing.
4
The writing demonstrates control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Minor errors, while perhaps noticeable, do not impede readability. The writing is characterized by • control over conventions used, although a wide range is not demonstrated. • correct end-of-sentence punctuation, internal punctuation may sometimes be incorrect. • spelling that is usually correct, especially on common words. • basically sound paragraph breaks that reinforce the organizational structure. • correct capitalization; errors, if any, are minor. • occasional lapses in correct grammar and usage; problems are not severe enough to distort meaning or confuse the reader. • moderate need for editing.
3
The writing demonstrates limited control of standard writing conventions (e.g., punctuation, spelling, capitalization, paragraph breaks, grammar and usage). Errors begin to impede readability. The writing is characterized by • some control over basic conventions; the text may be too simple to reveal mastery. • end-of-sentence punctuation that is usually correct; however, internal punctuation contains frequent errors. • spelling errors that distract the reader; misspelling of common words occurs. • paragraphs that sometimes run together or begin at ineffective places. • capitalization errors. • errors in grammar and usage that do not block meaning but do distract the reader. • significant need for editing.
2
The writing demonstrates little control of standard writing conventions. Frequent, significant errors impede readability. The writing is characterized by • little control over basic conventions. • many end-of-sentence punctuation errors; internal punctuation contains frequent errors. • spelling errors that frequently distract the reader; misspelling of common words often occurs. • paragraphs that often run together or begin in ineffective places. • capitalization that is inconsistent or often incorrect. • errors in grammar and usage that interfere with readability and meaning. • substantial need for editing.
1
Numerous errors in usage, spelling, capitalization, and punctuation repeatedly distract the reader and make the text difficult to read. In fact, the severity and frequency of errors are so overwhelming that the reader finds it difficult to focus on the message and must reread for meaning. The writing is characterized by • very limited skill in using conventions. • basic punctuation (including end-of-sentence punctuation) that tends to be omitted, haphazard, or incorrect. • frequent spelling errors that significantly impair readability. • paragraph breaks that may be highly irregular or so frequent (every sentence) that they bear no relation to the organization of the text. • capitalization that appears to be random. • a need for extensive editing.
Source: Arizona Department of Education. AIMS Six Trait Analytic Writing
Rubric. Retrieved from https://www.ade.state.az.us/standards/6traits/
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Appendix C/Anejo C
MATRIZ VALORATIVA PARA EVALUAR PRESENTACION INDIVIDUAL/GRUPAL ORAL
Nombre del Estudiante: _______________________ Fecha:_________________
Criterio Puntos Puntuación del estudiante
Contenido
Realiza una introducción efectiva del tema identificando el
propósito, objetivo e ideas principales que se incluyen en la
presentación.
10
La presentación es organizada y coherente y puede seguirse con
facilidad.
10
El presentador demuestra dominio del tema o materia de la
presentación al explicar con propiedad el contenido y no incurrir en
errores.
10
Las ideas y argumentos de la presentación están bien
fundamentados en los recursos presentados, consultados o
discutidos en clase.
10
Capta la atención e interés de la audiencia y/o promueve su
participación, según aplique.
10
Proyección efectiva, postura corporal adecuada, de la audiencia,
del tiempo asignado.
10
Usa varias estrategias para hablar o definir conceptos,
interpretaciones, aplicaciones y evaluación de procesos o
experiencias en el contenido del curso.
10
Lenguaje
Pronunciación de las palabras es clara y de manera correcta para
que se entienda el lenguaje utilizado.
10
Uso correcto de la gramática y conjugación de verbos en el idioma
asignado.
10
Uso correcto del vocabulario para expresar el mensaje
adecuadamente.
10
Total de Puntos 100 (70% de contenido
y 30% Lenguaje)
Puntuación del Estudiante:
________
Firma del Estudiante: _________________ Firma del Facilitador: ____________________
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RUBRIC TO EVALUATE INDIVIDUAL/GROUP PRESENTATION
Student Name:____________________________Date:___________________
Criteria Value Points Student Total Score
Content
Performs an effective introduction to the theme identifying the
objectives, ideas and principles that are included in the
presentation.
10
The presentation is organized and coherent, and could be easily
followed
10
The presenter demonstrates domain of the theme or subject by
means of properly explaining content without incurring in errors
10
The ideas and arguments of the presentation are well founded by
the resources presented, consulted or discussed in class
10
Capture of the attention and interest of the audience and/or
promote their participation, as applicable
10
Effective personal projection, corporal posture and manage of the
audience;
10
Uses a variety of speaking strategies to define concepts,
interpretation, application and evaluation of processes using
experience on concepts or content of class.
10
Language
Student pronounces words in a clear and correct manner so as to
make the correct language used understood to others.
10
Correct use of grammar and verb conjugation. 10
Use of correct use of vocabulary words to express message. 10
Total Points 100 (70% of content and
30% of language)
Student’s Total Score:
Student’s signature: __________________Facilitator’s Signature: __________________
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Appendix D/Anejo 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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Reflective 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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Appendix E/Anejo E
MATRIZ VALORATIVA PARA PARTICIPACIÓN EN GRUPO
Nombre del Estudiante: _____________________ Fecha: _______________
Grupo: ________ Nombre del estudiante evaluador: _____________________
Criterio 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
Totales 100
HURM 400 OCCUPATIONAL HEALTH AND SAFETY 79
Updated 05/10/2012
RUBRIC TO EVALUATE PARTICIPATION IN GROUP ACTIVITIES
Students name: _________________________ Date: _______________
Group: ________ Name of evaluating student: ______________________
Criteria 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